scholarly journals Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County

2021 ◽  
Vol 3 (1) ◽  
pp. 185-198
Author(s):  
Ignatius Ekitela Akolom ◽  
Edwin Nyongesa Masibo ◽  
Ben Nyongesa
Keyword(s):  
Secondary Schools ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Population Data ◽  
Target Population ◽  
Communicative Language Teaching ◽  
Mixed Method Research ◽  
Innovative Teaching ◽  
English Subject

The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.

scholarly journals Communicative Approach in the Five Curricula of English Subject for Secondary Schools: A Paradox in English Language Teaching in Indonesia

2021 ◽  
Author(s):  
HARITS MASDUQI ◽  
Novi Prihananto
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
National Level ◽  
English Language Teaching ◽  
Government Officials ◽  
English Curriculum ◽  
Communicative Approach ◽  
English Subject

The English curriculum implemented in the Indonesian secondary schools has undergone some development in the past few decades. The development is meant to ensure that the curriculum remains up to date with the development of English language teaching theories and practices in the world. This paper discusses the English curricula which were developed in 1984, 1994, 2004, and 2006 and critically analyses the communicative approach that has been implemented in Indonesian secondary schools. The newest 2013 curriculum is also discussed, but only superficially as the curriculum was just officially implemented at national level in the end of 2019. The writers finally offer some recommendations for future curriculum developers and government officials in order to improve English language teaching and learning in Indonesia.

scholarly journals Communicative Approach in the Five Curricula of English Subject for Secondary Schools: A Paradox in English Language Teaching in Indonesia

2021 ◽  
Author(s):  
HARITS MASDUQI ◽  
NOVI PRIHANANTO
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
National Level ◽  
English Language Teaching ◽  
Government Officials ◽  
English Curriculum ◽  
Communicative Approach ◽  
English Subject

The English curriculum implemented in the Indonesian secondary schools has undergone some development in the past few decades. The development is meant to ensure that the curriculum remains up to date with the development of English language teaching theories and practices in the world. This paper discusses the English curricula which were developed in 1984, 1994, 2004, and 2006 and critically analyses the communicative approach that has been implemented in Indonesian secondary schools. The newest 2013 curriculum is also discussed, but only superficially as the curriculum was just officially implemented at national level in the end of 2019. The writers finally offer some recommendations for future curriculum developers and government officials in order to improve English language teaching and learning in Indonesia.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals Making Communicative Language Teaching Work in Pakistan

2017 ◽  
Vol 7 (3) ◽  
pp. 226
Author(s):  
Abdul Hameed Panhwar ◽  
Shahnaz Baloch ◽  
Sanam Khan
Keyword(s):  
Developing Countries ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Developed Countries ◽  
Communicative Language Teaching ◽  
Traditional Methods ◽  
Large Classes ◽  
The Developed Countries ◽  
Causes Of Failure ◽  
Language Teaching And Learning

This paper examines communicative language teaching (CLT) and its significance in terms of language teaching and learning. The actual purpose of the paper is to explore the causes of failure of CLT in Pakistan and other developing countries in order to suggest the ways to make it successfully effective in the context. It is found that contextual problems such as overuse of traditional methods of teaching such as lecturing and large classes always come into clash with the use of CLT in the developing countries such as Pakistan because CLT is in fact a method developed and used in the developed countries where the contextual issues found in the educational institutes are rare as compared to developing countries.

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

2020 ◽  
Vol 16 (3) ◽  
pp. 259-267
Author(s):  
Sophie Judy Nock
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Of Instruction ◽  
Generational Transmission ◽  
Ultimate Fate ◽  
High Level

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

Materials for Communicative Language Teaching and Learning

1987 ◽  
Vol 8 ◽  
pp. 140-163 ◽  
Author(s):  
Richard Rossner
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teaching And Learning

Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

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