scholarly journals Teaching tolerance through intercultural English language learning to elementary students

ELT in Focus ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 41-50
Author(s):  
Fauzi Miftakh ◽  
Kelik Wachyudi
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Elementary Students ◽  
Cultural Differences ◽  
English Language ◽  
Teaching Method ◽  
Case Study Research ◽  
English Language Learning ◽  
School Students ◽  
Target Culture

This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.

Disclosing Cultural Contents in English Textbook Reading Passages for Junior High School

2020 ◽  
pp. 30-37
Author(s):  
Blok Lantai
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Cultural Dimensions ◽  
English Language Learning ◽  
Coding System ◽  
Intercultural Interaction ◽  
Textbook Reading ◽  
Target Culture

Textbooks have an important role in English language learning to provide information about the English language and interrelated cultures. This research aimed to find cultural contents which refer to cultural dimensions and cultural categories in 34 reading passages. Generating Qualitative Content Analysis, this research attempted to disclose the cultural dimensions and cultural categories embedded in the textbook reading passages. The coding system was done by means of QCAmap App. With regards to cultural dimensions, this research found patterns of the occurrence of the dimension were dominated by the dimension of Practices. Then it is followed by dimension of Perspectives, dimension of Products, dimension of Persons and dimension of Communities respectively. Furthermore, this study found that the highest percentage of cultural categories is Target Culture (35%). It is followed by Universality across Culture (26%), International Culture (24%) and Intercultural Interaction (15%). However, the researcher did not find the occurrence of Source Culture in the 34 reading passages in Next Move 1 Students’ Book.

scholarly journals Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia

2021 ◽  
Vol 11 (1) ◽  
pp. 38
Author(s):  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Muhammad Tajuddin Engku Ali ◽  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Hazli bin YahaAlias ◽  
...  
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Identity Formation ◽  
School Environment ◽  
Secondary School Students ◽  
English Language ◽  
Sampling Technique ◽  
English Language Learning ◽  
School Students ◽  
Self Identity

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

scholarly journals English teaching in the elementary school: Some critical issues

2016 ◽  
Vol 18 (1) ◽  
pp. 7
Author(s):  
Amparo Clavijo
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
National Plan ◽  
Public And Private ◽  
Critical Issues

Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.

scholarly journals COMMUNICATIVE ENGLISH LEARNING MANAGEMENT WITH MULTIMEDIA READING INSTRUCTIONAL PACKAGE ON READING ABILITY AND VOCABULARY ACHIEVEMENT FOR THE PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 3 ◽  
pp. 159-169
Author(s):  
Natesiri Singhathin ◽  
Montree Wongsaphan
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Simple Random Sampling ◽  
Management Plan ◽  
English Language Learning ◽  
School Students ◽  
Learning Management ◽  
Instructional Package

Small schools usually have insufficient learning materials as well as a shortage of English teachers. Hence, students may not have enough opportunities to learn English. Therefore, this current study aimed to develop a multimedia reading instructional package that can enhance students’ interest and their eagerness to learn English for communication. The participants of this study consisted of 13 first graders from a primary school in Maha Sarakham, Northeastern Thailand by using a simple random sampling. The objectives of this study were: 1) to develop the learning management of English for communication which including a multimedia reading instructional package, 2) to investigate the effectiveness of the English language learning management for communication by using the multimedia pronunciation activity package, and 3) to study the reading ability of the students who learned English for communication using a multimedia pronunciation activity package. The current study was conducted by using One Group Pretest-Posttest Design. The findings found that the effectiveness of the English language learning management plan for communication using the multimedia pronunciation activity package had an efficiency (E1 / E2) of 95.58 / 83.58 which was higher than the specified 80/80 criteria. The results also indicated that the students learning progress was increased by 0.70, or 70%. Moreover, it was revealed in the present study that the elementary school students who learned English for communication using a multimedia pronunciation activity package had an increased ability to read aloud.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals Growing Trends of Using Mobile in English Language Learning

2018 ◽  
Vol 9 (4) ◽  
pp. 235-239
Author(s):  
Asma Abdul Aziz ◽  
Mehmood Ul Hassan ◽  
Hisham Dzakiria ◽  
Qaisar Mahmood
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Language Learning ◽  
Quantitative Data ◽  
Secondary School Students ◽  
English Language ◽  
English Language Learning ◽  
Great Tendency ◽  
School Students ◽  
Quantitative Data Analysis

Abstract The study explores growing trends of using mobile in English language learning among higher secondary school learners in Pakistan. A survey is conducted to collect data from randomly selected students in district Okara (Punjab), Pakistan. Questionnaire based on five likert scale used to collect quantitative data. Analysis done on SPSS, to acquire mean score and frequency analysis reveals that higher secondary school students of English have great tendency for using mobile to learn English. Besides Students’ perception as obtained from survey prove that using mobile for English language learning makes their job easy and they are able to develop their listening and communicative habits. Findings of this study also reveal that using mobile for English language learning makes the students, independent and self-evaluator.

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