Methods and Techniques Used by English Teacher Educators in Nepal

This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.

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Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4602 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 1-9 ◽

Cited By ~ 2

Author(s):

Bal Ram Adhikari

Keyword(s):

Student Teachers ◽

English Language ◽

Communicative Competence ◽

Language Teaching ◽

Teaching Experience ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Learner Centered ◽

Speaking Skill ◽

Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

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The world of English language teaching: Creating equity or inequity?

Language Teaching Research ◽

10.1177/1362168818777529 ◽

2018 ◽

Vol 24 (1) ◽

pp. 60-70 ◽

Cited By ~ 2

Author(s):

Denise E. Murray

Keyword(s):

Social Practice ◽

English Language ◽

Teacher Educators ◽

Language Teaching ◽

English Language Teaching ◽

Teacher Education Programs ◽

Global Competition ◽

Population Mobility ◽

Political Values ◽

The World

English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.

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Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective

London Review of Education ◽

10.18546/lre.18.1.08 ◽

2020 ◽

Author(s):

Babak Dadvand ◽

Foad Behzadpoor

Keyword(s):

Complex System ◽

Classroom Management ◽

Lifelong Learning ◽

English Language ◽

Teacher Educators ◽

Language Teaching ◽

Pedagogical Knowledge ◽

English Language Teaching ◽

Mixed Method Research ◽

System Perspective

Pedagogical knowledge has been the subject of theoretical and empirical studies. However, no research has so far integrated the existing scholarship with data to develop and validate a framework for pedagogical knowledge in English language teaching informed by lifelong-learning, complex-system perspectives. In the absence of such research, we used a mixed method research design through a systematic review of the literature, semi-structured interviews with experienced teachers (N=10) and teacher educators (N=10), as well as a survey of 336 practising teachers in Iran to: (1) develop a framework for pedagogical knowledge; and (2) validate this framework by designing a self-assessment questionnaire for pedagogical knowledge. Our analyses yielded a nine-component model that included: knowledge of subject matter; knowledge of teaching; knowledge of students; knowledge of classroom management; knowledge of educational context; knowledge of democracy, equity and diversity; knowledge of tests/exams; knowledge of learning; and knowledge of (professional) self. Within this nine-factor framework, each component of pedagogical knowledge consists of a number of subcomponents. The proposed framework highlights the multidimensionality and complexity of pedagogical knowledge, and the mutually constitutive relationships among different knowledge domains.

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Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v5i3.633 ◽

2020 ◽

Vol 5 (3) ◽

pp. 135-154

Author(s):

Naushin Nazifa Islam

Keyword(s):

English Language ◽

Native Speakers ◽

Language Teaching ◽

Subsequent Development ◽

Communicative Language Teaching ◽

Cultural Dimensions ◽

English Language Teaching ◽

Tertiary Level ◽

Language Classrooms ◽

English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.

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PREFERENCE OF ENGLISH LANGUAGE TEACHING METHODS AND TECHNIQUES OF PROSPECTIVE TEACHERS IN KONGUMANDALAM REGION

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v5.i8(se).2017.2241 ◽

2017 ◽

Vol 5 (8(SE)) ◽

pp. 14-24

Author(s):

C. Barathi ◽

A. Naveen

Keyword(s):

Statistical Analysis ◽

Personality Traits ◽

Prospective Teachers ◽

Teaching Methods ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Daily Newspaper ◽

Methods And Techniques ◽

Language Teaching Methods

The present study is made on “Preference of English language teaching methods and techniques of prospective teachers in Kongumandalam Region”. A sample of 847 prospective teachers from 41 B.Ed colleges in Kongumandalam region who were studying English pedagogy as main subject has been selected based on simple random sampling technique. This will constitute 71.65 (847/1182) percentage of sample from the total population. A normative research method and survey technique has been adopted. The descriptive statistical analysis shows that the prospective teachers belonging to Coimbatore district had higher preference of English language teaching methods and techniques, and high personality traits and Nilgiris district had high styles of learning and thinking. The level of preference of English teaching methods and techniques, personality traits and style of learning and thinking of prospective teachers was average for the whole sample and sub-sample. The regression statistical analysis had shown that daily newspaper reading, personality traits and speaking in English were the strong predictors of preference of English language teaching methods and techniques of prospective teachers in the Kongumandalam region.

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AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽

10.20414/edulangue.v2i1.922 ◽

2019 ◽

Vol 2 (1) ◽

pp. 86-97

Author(s):

Syarifudin Syarifudin

Keyword(s):

English Language ◽

Communicative Competence ◽

Language Teaching ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Efl Learners ◽

Grammatical Competence ◽

Speaking Proficiency ◽

Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT), which gains its popularity within the context of EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

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From Context to Curriculum: A Case Study of Communicative Language Teaching in China

TESL Canada Journal ◽

10.18806/tesl.v19i2.930 ◽

2002 ◽

Vol 19 (2) ◽

pp. 67 ◽

Cited By ~ 6

Author(s):

Guangyong Sun ◽

Liying Cheng

Keyword(s):

Curriculum Development ◽

Curriculum Design ◽

English Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Teaching Methodology ◽

Teaching Program ◽

Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

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Building Academic Language Through Innovation

Advances in Early Childhood and K-12 Education - Optimizing Elementary Education for English Language Learners ◽

10.4018/978-1-5225-3123-4.ch012 ◽

2018 ◽

pp. 215-235

Author(s):

Brandy C. Judkins ◽

Zoe Falls

Keyword(s):

English Language ◽

Academic Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

Language Instruction ◽

Language Teachers ◽

English Language Teaching ◽

Limited Time ◽

Written Discourse ◽

Context Specific

Academic language instruction, exposure, and proficiency are increasingly the focus of research, curricula, and pedagogy within the field of English language teaching. Yet, academic language is more than lexicon, encompassing context-specific and content-driven spoken and written discourse in a large range of registers, each with its own quirks, features, and discourse patterns. We must, then, engage students in developing and practicing academic language in authentic communicative experiences—experiences we may have limited time to add to the curriculum. Thus, innovative approaches to these experiences are needed. Consequently, the aim of this chapter is to present one such innovative approach: incorporating making, tinkering, and collaborating into the classroom. Direct connections between communicative language teaching and the theoretical grounding of making in the classroom are highlighted, in addition to specific pedagogical advice and examples that empower language teachers to purposefully teach with a maker's mind.

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Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

Research Anthology on Facilitating New Educational Practices Through Communities of Learning ◽

10.4018/978-1-7998-7294-8.ch031 ◽

2021 ◽

pp. 595-621

Author(s):

Abdulmalik Yusuf Ofemile

Keyword(s):

Teacher Training ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

Professional Community ◽

Communicative Language Teaching ◽

English Language Teaching ◽

Teaching Context ◽

Community Of Learning ◽

Service Training

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

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Intercultural Competence in ELT Contexts: A Study of EFL Teachers’ Perceptions

10.31235/osf.io/c67ns ◽

2019 ◽

Author(s):

Abdelhak Bouslama ◽

Fawzia Bouhass Benaissi

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Teacher Educators ◽

Language Teaching ◽

English Language Teaching ◽

Structured Interviews ◽

Theoretical Understanding ◽

Efl Teachers ◽

Cultural Mediators

Intercultural competence (IC) has been promoted by many educationalists as the most exalted type of competence in modern foreign language teaching (FLT). Among the difficulties to incorporate IC into FLT can be due to the fact that teachers may not have sufficient knowledge on the concept. To test this hypothesis, we attempt to answer the following question: how do Algerian English as a foreign language (EFL) teachers perceive the concepts of culture and IC as well as the objectives of the intercultural approach (ICA) in English language teaching (ELT) contexts? The present study proceeds to analyze teachers’ knowledge, perceptions and understanding of the concepts of culture, IC and the ICA and seeks to identify any potential deficiencies that may hinder effective IC teaching. The main aim of the study is then to help teacher trainers establish training programs that address more efficiently targeted teachers’ needs with regard to IC teaching. This paper will hopefully assist in improving the implementation of IC into FLT classrooms. Data were gathered through semi-structured interviews with eight teachers and then analyzed thematically. The findings revealed that many EFL teachers displayed a lack of theoretical understanding concerning the ICA and its objectives, which may well impact negatively on their IC teaching practices. Teacher educators therefore need to focus more on updating EFL teachers’ on both the theoretical and practical levels that learners are today expected to grow as cultural mediators equipped with a set of skills rather than as native-like proficient language users.

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