GAMIFICATION AND ARTISTIC DRAWING FOR IMPROVING THE ENGLISH LANGUAGE INSTRUCTION IN ECUADOR: MEANINGFUL ONLINE EDUCATION / GAMIFICACIÓN Y DIBUJO ARTÍSTICO PARA EL MEJORAMIENTO DE LA ENSEÑANZA DEL IDIOMA INGLÉS DE ECUADOR: EDUCACIÓN EN LÍNEA SIGNIFICATIVA

This work aims to determine the contribution of gamification and artistic drawing in the English as a foreign language instruction of elementary school children in Manabí, Ecuador. The constructivist paradigm and qualitative and quantitative educational research approaches were applied to collect information. The participants were 105 people between second and fourth-grade students and teachers of two public schools located in Manta and Montecristi. They took part in an educational intervention that articulated games and drawings to the national curriculum for English class during October 2019 and September 2020. The instrument applied was the Valenzuela Learning Motivation questionnaire, and the techniques administered were a focus group, open interview, and Liker questionnaire. The results showed that all participants reached a relevant improvement in their vocabulary acquisition by participation in these language practices. It concluded that gamification and artistic drawing contribution is positive and relevant, increasing the lessons' meaningful and participants' motivation for learning. Este trabajo tiene como objetivo determinar el aporte de la gamificación y el dibujo artístico en la instrucción del inglés como lengua extranjera de los niños de la escuela primaria en Manabí, Ecuador. Para la recolección de información se aplicó el paradigma constructivista y los enfoques de investigación educativa cualitativa y cuantitativa. Los participantes fueron 105 personas entre estudiantes de segundo y cuarto grado y profesores de dos escuelas públicas de Manta y Montecristi. Participaron en una intervención educativa que articuló juegos y dibujos al currículo nacional para la clase de inglés durante octubre de 2019 y septiembre de 2020. El instrumento aplicado fue el cuestionario Valenzuela Learning Motivation, y las técnicas administradas fueron un grupo focal, entrevista abierta y Liker. cuestionario. Los resultados mostraron que todos los participantes alcanzaron una mejora relevante en la adquisición de vocabulario al participar en estas prácticas lingüísticas. Concluyó que la gamificación y la contribución del dibujo artístico son positivas y relevantes, lo que aumenta el significado de las lecciones y la motivación de los participantes para aprender un idioma extranjero. Article visualizations:<img src="/-counters-/edu_01/0749/a.php" alt="Hit counter" />

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The Limits of Americanization

An American Language ◽

10.1525/california/9780520297067.003.0008 ◽

2018 ◽

Author(s):

Rosina Lozano

Keyword(s):

United States ◽

Public Schools ◽

New Mexico ◽

English Language ◽

The United States ◽

Language Instruction ◽

Foreign Language Instruction ◽

Language Of Instruction ◽

Spanish American War ◽

The Public

One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.

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Mainstreamed English language instruction in a low-incidence rural school district : a case study

10.32469/10355/8864 ◽

2010 ◽

Author(s):

◽

Margaret ReneÌ Watring Yoesel

Keyword(s):

United States ◽

English Language Learners ◽

Public Schools ◽

Teacher Perceptions ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

Language Instruction ◽

Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

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University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Studies in English Language and Education ◽

10.24815/siele.v8i1.17628 ◽

2021 ◽

Vol 8 (1) ◽

pp. 197-211

Author(s):

Mulyani Mulyani ◽

Fidyati Fidyati ◽

Suryani Suryani ◽

Murnia Suri ◽

Halimatussakdiah Halimatussakdiah

Keyword(s):

University Students ◽

English Language ◽

Learning Experience ◽

Language Instruction ◽

Learning Material ◽

English Class ◽

Learning Platform ◽

The Social ◽

English Language Instruction ◽

E Learning

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

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Pedagogical and Research Approaches in Inclusive Education in ELT in Colombia: Perspectives From Some Profile Journal Authors

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v20n2.72992 ◽

2018 ◽

Vol 20 (2) ◽

pp. 231-246

Author(s):

Óscar Andrés Mosquera ◽

Melba Libia Cárdenas ◽

María Claudia Nieto

Keyword(s):

Foreign Language ◽

Critical Discourse Analysis ◽

Inclusive Education ◽

English Language ◽

Language Teaching ◽

Language Instruction ◽

English Language Teaching ◽

Pedagogical Practices ◽

Foreign Language Instruction ◽

Teachers Professional Development

This article reports on a descriptive study carried out in articles published in the Profile: Issues in Teachers’ Professional Development journal that deal with inclusive education in English language teaching in Colombia. The study embraced documentary research and critical discourse analysis which helped us identify trends in pedagogical approaches in foreign language instruction and research approaches employed by the journal’s authors. It also allowed us to examine how such approaches show the presence or absence of inclusive education both in public policies and pedagogical interventions by institutions and individuals. We hope that the outcomes derived from this study nurture further discussion, encourage research, and motivate pedagogical practices that foster inclusive education in foreign language teaching and teacher education.

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Competing Schools

10.1093/oso/9780190644574.003.0003 ◽

2017 ◽

Author(s):

Robert N. Gross

Keyword(s):

Public Schools ◽

School Attendance ◽

Language Instruction ◽

Rapid Expansion ◽

Foreign Language Instruction ◽

Parochial School ◽

Public Officials ◽

Public And Private ◽

Fierce Competition ◽

Catholic Schooling

Chapter 2 details how the rapid expansion of private, Catholic schooling in the 1870s and 1880s introduced unforeseen competition that transformed urban education. Newly constructed Catholic parochial schools in cities like Pittsburgh siphoned tens of thousands of Catholic students away from urban public schools. As a result, conflicts over growing parochial school attendance seemed ensured. Public officials initially responded by attempting to adapt to their new competitors. In hopes of attracting Catholic immigrants, for example, school boards in cities such as Cleveland and Chicago adopted foreign-language instruction, or attempted to work out various schemes to fund Catholic schools out of the public treasury. These measures met with varying degrees of success but failed to halt what was becoming a clear, national trend: sharp lines demarcating public and private schools, in often fierce competition with one another in American cities.

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INCIDENTAL VOCABULARY ACQUISITION IN THE FOREIGN LANGUAGE CLASSROOM

Studies in Second Language Acquisition ◽

10.1017/s0272263199002053 ◽

1999 ◽

Vol 21 (2) ◽

pp. 243-258 ◽

Cited By ~ 29

Author(s):

Henning Wode

Keyword(s):

Foreign Language ◽

English Language ◽

Teaching Practice ◽

Language Instruction ◽

Foreign Language Instruction ◽

L2 Acquisition ◽

Learning Abilities ◽

Ongoing Research ◽

Learning History ◽

Materials Used

This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditional foreign language teaching and in naturalistic (untutored) L2 acquisition. The data derive from a communicative group test. It is shown that some of the lexical items cannot have come from the textbook or from other kinds of teaching materials used during regular foreign language instruction in the program. This leaves the teacher's oral use of English as the most likely source. Several implications for L2 acquisition theory and teaching practice are discussed.

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