scholarly journals Teachers’ use of ICTs in public language education: Evidence from second language Secondary-School classrooms

Comunicar ◽  
2017 ◽  
Vol 25 (50) ◽  
pp. 33-41 ◽  
Author(s):  
Jesús Izquierdo ◽  
Verónica de-la-Cruz-Villegas ◽  
Silvia-Patricia Aquino-Zúñiga ◽  
María-del-Carmen Sandoval-Caraveo ◽  
Verónica García-Martínez
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Secondary School ◽  
Language Learning ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Language Education ◽  
Public Language ◽  
Young Learners

Worldwide, curricular changes and financial investments are currently underway to promote the integration of technology in public education and English language learning at a young age. This study examines the ICTs that have become part of the daily instructional practices and educational settings of teachers of English who work with young learners in public schools. To this end, this mixed-methods study draws on a quantitative descriptive-exploratory design and a qualitative multiple-case study. The quantitative data were collected through a Likert questionnaire administered to 28 secondary school teachers of English across 17 municipalities in five regions of Southeast Mexico and 2,944 learners. The qualitative data were gathered from a subsample of six teachers through longitudinal classroom observations, teacher and administrator interviews, and school visits. The non-parametric analyses of the quantitative data and the categorical aggregation analyses of the qualitative data reveal that the use of some multimedia and mobile-assisted communication resources is emerging in the L2 public classrooms. In line with findings from other international contexts, variables that seem particular to public education for young learners and their school setting, however, led teachers to prefer using their own technological devices that included laptops, multimedia material, and cellphones, rather than those in the schools. La educación pública en diversos países está experimentando una serie de reformas que favorecen la integración de la tecnología en la educación pública y el aprendizaje del inglés a una temprana edad. El presente estudio mixto, examinó el empleo de la tecnología en las prácticas pedagógicas cotidianas de los profesores de inglés en la educación secundaria pública y los recursos tecnológicos de los que disponen normalmente en sus escuelas. Para la fase cuantitativa se empleó un diseño descriptivo-exploratorio, a través de un cuestionario tipo Likert aplicado a 28 profesores y 2.944 alumnos en 17 municipios del sureste mexicano. Para la cualitativa, se empleó un estudio de múltiples casos con un sub-grupo de seis profesores del cual se recolectó información a través de observaciones de clases, entrevistas con docentes y directivos, y visitas a las instalaciones de las escuelas. El empleo de análisis no-paramétrico con los datos cuantitativos y de agregación categórica con los datos cualitativos permitió identificar algunos recursos multimedia y de comunicación móvil que los profesores tienden a emplear de manera cotidiana en el aula. No obstante, diversos factores relacionados con aspectos propios de la educación pública y el contexto escolar influyeron para que los profesores prefirieran sus propios medios tecnológicos tales como ordenadores portátiles, teléfonos inteligentes y materiales multimedia a los disponibles en su institución.

Sovereignty, citizenship and educating refugees in the United States

2020 ◽  
pp. 147490412096642
Author(s):  
Jill Koyama
Keyword(s):  
United States ◽  
Public Schools ◽  
Public Education ◽  
English Language ◽  
Language Education ◽  
The United States ◽  
Border Region ◽  
Refugee Students ◽  
Proposition 203 ◽  
Mexico Border

Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government’s control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State’s Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district’s approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education.

scholarly journals Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

2018 ◽  
Vol 22 (1-2) ◽  
pp. 1-12
Author(s):  
Abdul Rouf ◽  
Abdul Rashid Mohamed
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Qualitative Data ◽  
Continuing Professional Development ◽  
Learning And Teaching ◽  
Perceived Needs ◽  
Structured Questionnaire

The present paper reports a study that aimed to explore secondary school (SS) English language (EL) teachers’ present practices of and perceived needs for continuing professional development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is the only constant trend. Consequently, EL teachers need to be continuously updated in their professional knowledge base and skills. They must be engaged in effective CPDs to keep abreast of innovations in language learning and teaching for their own career development and better learning outcomes for learners. Using a semi-structured questionnaire qualitative data was collected from 10 secondary EL teachers. The findings show that overall scenario of SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for teachers’ professional learning.Journal of NELTA, Vol 22 No. 1-2, December 2017, Page: 1-12

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.

The Need for Ability Grouping in English Classes in Public Schools in the UAE

2017 ◽  
Author(s):  
Christine Howling
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Language Learning ◽  
United Arab Emirates ◽  
English Language ◽  
School Level ◽  
English Classes ◽  
Policy Paper ◽  
Federal Institute ◽  
Foundation Program

"Lack of English proficiency among secondary school graduates is a significant issue in the United Arab Emirates (UAE) as English is the medium of instruction in federal universities. Due to this, one-third of the UAE government’s university budget is spent on remedial courses that seek to develop the English-language skills of incoming university students (Salem & Swan, 2014). This policy paper examines research conducted in 2014-2015 on the English language learning experiences of female students enrolled in the remedial Foundation program at a federal institute in Ras Al Khaimah, UAE. The results of the study indicate that the UAE’s current class grouping policy at the secondary school level disadvantages lower-performing students and needs to be reexamined. This paper recommends that the current policy be revised to group students in English classes according to their English-language abilities."

First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms

System ◽  
2016 ◽  
Vol 61 ◽  
pp. 20-30 ◽  
Author(s):  
Jesús Izquierdo ◽  
Verónica García Martínez ◽  
María Guadalupe Garza Pulido ◽  
Silvia Patricia Aquino Zúñiga
Keyword(s):  
Secondary School ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Public Language ◽  
Young Learners

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris

2016 ◽  
Vol 2 (4) ◽  
pp. 257
Author(s):  
Ria Herwandar ◽  
Denny Azhari Safryono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
English Language Learning ◽  
Young Learners ◽  
School Subjects ◽  
Primary Curriculum ◽  
Level Of Understanding

<p><em>Abstrak</em><strong> – Penelitian ini memiliki judul Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris'. Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman dan kelancaran dalam melakukan ujian sains yang berisi bahan ESP / EAP. Hasilnya sangat tak terduga menjanjikannya. Siswa telah mencapai hasil yang baik di semua bidang ilmu pengetahuan seperti biologi, kimia, fisika dan penyelidikan ilmu pengetahuan dan telah terbukti bahwa siswa di usia tua bisa belajar dan memperoleh bahasa kedua dan bahasa pertama di dasar kesetaraan sekitar tiga belas tahun. Oleh karena itu, peserta didik muda harus intensif bahasa Inggris dalam membantu mereka mengembangkan pelajaran sekolah lainnya dalam kurikulum utama Inggris.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Science enquiry, biologi, kimia, fisika, ESP/EAP</em></p><p><em> </em></p><p><em>Abstract –</em><strong> This research has a title of ‘Evaluation Cambridge International Primary Programme for Pupils of Al Azhar in  Science’. The purpose of the research is to identify their level of understanding and fluency in doing science examinations which contains ESP/EAP materials. The results have been unexpectedly promising. The pupils have achieved good results in all areas of science such as biology, chemistry, physics and science enquiry and it has been proved that pupils in the age of around thirteen years old could learn and acquire second language and first language in equal basis.  Therefore, Young learners should be intensively exposed to excellent English language learning in helping them developed other school subjects within the English primary curriculum.</strong></p><p><strong> </strong></p><strong><em>Keywords </em></strong><em>– Science enquiry, biology, chemistry, physics, ESP/EAP</em>

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