The Scholarship of Engagement and Generative Learning Communities

Fiscal Year ◽

Scholarship Of Engagement ◽

The Us ◽

Partner Schools

The Regional English language learning (ELL) project in the American Spaces Philippines was established at the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP) in the fiscal year 2013 as a response to a study which showed the modest state of English language teaching and learning in the country. The project, a cooperation between English as a Foreign Language (EFL) educators and administrators at partner schools, universities, and American spaces in the archipelago counterparts and funded by the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP), was aimed at assisting with the production of more and better-qualified English as a Foreign Language (EFL) educators and administrators.

Washback of English national exams at ninth-grade level in Thailand and Indonesia

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v8i1.11478 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Wachyu Sundayana ◽

Panusak Meekaeo ◽

Pupung Purnawarman ◽

Didi Sukyadi

Keyword(s):

Language Learning ◽

Grade Level ◽

Teaching And Learning ◽

English Language ◽

Ninth Grade ◽

Ninth Graders ◽

Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Research on English language teaching and learning in Argentina (2007–2013)

Language Teaching ◽

10.1017/s0261444816000094 ◽

2016 ◽

Vol 49 (3) ◽

pp. 356-389 ◽

Cited By ~ 6

Author(s):

Melina Porto ◽

Ann Montemayor-Borsinger ◽

Mario López-Barrios

Keyword(s):

Foreign Language ◽

Language Learning ◽

Latin American ◽

Teaching And Learning ◽

English Language ◽

Wide Spectrum ◽

Computer Assisted ◽

History Of ◽

Education And Development

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, FL teacher education and development, content and language integrated learning (CLIL), computer-assisted language learning (CALL), the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.

PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽

10.18860/abj.v1i2.3985 ◽

2016 ◽

Vol 1 (2) ◽

pp. 110

Author(s):

Santi Andriyani

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Formal Education ◽

Language Teaching ◽

First Language ◽

Selection Of

There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبيةAda banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.

An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

World Journal of Educational Research ◽

10.22158/wjer.v9n1p47 ◽

2022 ◽

Vol 9 (1) ◽

pp. p47

Author(s):

Yue Yang

Keyword(s):

Foreign Language ◽

Language Learning ◽

Mobile Learning ◽

Mobile Applications ◽

Teaching And Learning ◽

English Language ◽

Mobile Apps ◽

Vocabulary Learning ◽

English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

Language: a ‘mirror’ of the culture and its application English language teaching

Linguistics and Culture Review ◽

10.21744/lingcure.v5n1.835 ◽

2021 ◽

Vol 5 (1) ◽

pp. 93-103

Author(s):

Hartono Hartono ◽

Suparto Suparto ◽

Ahdi Hassan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Cross Cultural ◽

Cross Culture ◽

Cross Cultural Communication

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).

A General Review of the Role of Technology in the English Language Learning Processes

Enletawa Journal ◽

10.19053/2011835x.10954 ◽

2020 ◽

Vol 12 (2) ◽

pp. 78-96

Author(s):

Arnold Yesid Rojas ◽

Luis Alejandro Novoa ◽

Santiago Andrés Sandoval

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

Teaching English ◽

Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

Languages Without Borders: TESOL in a Transient World

TESL Canada Journal ◽

10.18806/tesl.v29i2.1106 ◽

2012 ◽

Vol 29 (2) ◽

pp. 143 ◽

Cited By ~ 3

Author(s):

Shondel Nero

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Fundamental Question ◽

Natural Evolution ◽

Learning And Teaching ◽

Goods And Services

In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.

FILTERING CULTURAL INFLUENCES IN FOREIGN LANGUAGE LEARNING IN THE INDONESIAN CONTEXT: THE CONTROVERSY AND SUGGESTED ACTIONS

UAD TEFL International Conference ◽

10.12928/utic.v1.147.2017 ◽

2017 ◽

Vol 1 ◽

pp. 34

Author(s):

Ari Purnawan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Cultural Influences ◽

Foreign Language Learning ◽

Target Language ◽

Learning Needs ◽

Learning Approaches

There has been a prolonging controversy on why teachers need to filter the cultural load in foreign language learning. Some educators guarantee that the best way of learning a new language is by presenting the target language situations in the classroom, which usually includes the values, culture, habits, or ways of behaving and thinking of the target language users; however, some others believe that, for the sake of nation’s future and pride, they have to filter and block any influences that come from the value loads. Throughout the long history of foreign language learning approaches and methods, this issue has been one of their hot flavors. In fact, cultural contents are unavoidable in foreign language learning. Therefore, the type of culture to be included in the materials and the goal of study are two important aspects to consider (Kramsch, 2013). The paper aims to present ways that teachers can do to deal with the above issue. Involving culture in a selective manner may become a moderate compromise, and cautious actions in selecting the values to be loaded in the process of teaching and learning needs to be formulated and carefully listed. Some suggested items based on some intensive observations and teacher interviews are presented in the paper. It is expected that the culture issue in English language teaching settings develops into a good awareness of the importance of culture in language learning on the one hand, and of the preservation of own national identity and values on the other hand.

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

Advances in Social Sciences Research Journal ◽

10.14738/assrj.84.9839 ◽

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 ◽

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.

Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

Research for All ◽

10.14324/rfa.05.1.06 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Emma Rogers ◽

Kristen Weatherby

Keyword(s):

Language Learning ◽

English Learners ◽

Mixed Methods Research ◽

Teaching And Learning ◽

English Language ◽

Social Aspect ◽

Learning Platform ◽

Global Language ◽

The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.