Pedagogical Practices in English Language Education

2010 ◽  
pp. 53-90 ◽  
Author(s):  
RITA SKUJA-STEELE ◽  
RITA SILVER
Keyword(s):  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
English Language Education

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aina Hartini Mohamad Khair ◽  
◽  
Parilah Mohd Mohd Shah ◽  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
English Language Education ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Survey Questionnaires

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.

Developing an educational linguistics for English language teaching

1994 ◽  
Vol 1 (1) ◽  
pp. 95-127 ◽  
Author(s):  
Frances Christie
Keyword(s):  
English Language ◽  
Language Education ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Language And Literacy ◽  
English Language Education ◽  
Educational Linguistics ◽  
Systemic Functional Linguistic ◽  
Social Theories

The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing an educational linguistics, the better to inform curriculum planning and pedagogical practices in schools. In particular the paper argues the importance of the contributions of systemic functional linguistic perspectives to the development of a model of language and literacy of a kind which can usefully underpin curriculum planning and learning theory. Such a model, while drawing extensively upon other related contemporary social theories, will nonetheless place a functional grammar firmly at the heart of its concerns.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

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.

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