scholarly journals English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices

2021 ◽  
Vol 2 (1) ◽  
pp. 160-171
Author(s):  
Hamissou Ousseini
Keyword(s):  
Language Learning ◽  
English Language ◽  
Resistance To Change ◽  
Bologna Process ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Observation Data ◽  
Student Centered ◽  
Case Study Methodology ◽  
Sub Saharan

Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.

scholarly journals Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging

2019 ◽  
Vol 36 (1) ◽  
pp. 21-47
Author(s):  
Jennifer Burton ◽  
Shakina Rajendram
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
English Only ◽  
Multilingual Students ◽  
Classroom Language ◽  
Langue Seconde ◽  
Language Orientations

This article explores university English as a Second Language (ESL) instructors’ attitudes toward translanguaging in the classroom and possible reasons for instructors’ resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors’ language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz’s orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semistructured interviews. The findings provide insights into instructors’ attitudes toward translanguaging, the relationship between instructors’ language learning experiences and their classroom language policy, and institutional opportunities and constraints. Le présent article explore les attitudes des professeurs d’anglais langue seconde (ESL) au niveau universitaire face au translangagisme en salle de classe ainsi que les raisons possibles de leur résistance à l’introduction de l’idéologie translangagière dans la pédagogie de l’enseignement de l’anglais. De nombreux travaux de recherche renvoient au translangagisme comme démarche théorique et pédagogique d’enseignement des langues en raison de ses avantages cognitifs, sociaux et affectifs. La pédagogie translangagière invite les professeurs à soutenir le dynamisme et la diversité des pratiques langagières que les étudiantes et étudiants multilingues utilisent déjà dans le cadre de leur répertoire linguistique unitaire. Toutefois, puisque l’enseignement de l’anglais langue seconde en classe reste imprégné de pédagogies, de politiques, et de pratiques exclusivement anglophones, il est essentiel de comprendre le rôle que jouent les idéologies et les orientations des professeurs d’anglais langue seconde dans la formation de leurs pratiques pédagogiques et de leurs politiques d’enseignement en classe. S’inspirant des orientations de Ruíz en matière de planification langagière et de théorie translangagière, la présente étude examine les orientations linguistiques de cinq professeures et professeurs d’anglais langue seconde dans une grande université canadienne à l’aide de données qualitatives recueillies dans le cadre d’entrevues semi-structurées. Les conclusions de l’enquête aident à mieux comprendre les attitudes des professeurs face au translangagisme, la relation entre les expériences d’apprentissage langagier des professeurs, et leur politique langagière en classe ainsi que les possibilités et les contraintes institutionnelles.

scholarly journals Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren

2020 ◽  
Vol 29 (2) ◽  
pp. 15-34
Author(s):  
Andrew Skourdoumbis ◽  
Ahmad Madkur
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teacher Practice ◽  
Research Direction ◽  
Symbolic Capital ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
English Language Teachers

English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.

scholarly journals Exploring Indonesian English Teachers’ Perspectives toward the Use of Translation in English Language Teaching (ELT) Classroom

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nizar Saputra
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
English Teachers ◽  
English Language Teaching ◽  
Problem Solving Skills ◽  
Case Study Methodology ◽  
Pedagogical Tool ◽  
Teachers Perspectives

This study aims to investigate Indonesian teachers' perspectives of translation or first language used in ELT classrooms as well as to find out the teachers' strategies on how to incorporate translation as their pedagogical tool. This research is applied in a case study methodology, in which the researcher interviewed three English teachers in Indonesia to explore their perspectives. The raw data was analysed by using thematic analysis to find the emerging themes of the interview data which led to the result of this qualitative research. The result of the finding indicates that the teachers mostly have positive perceptions about TILT (translation in language teaching). Most participants believed that when translation use selectively, it can help students with foreign language learning, promote students' metalinguistic awareness, function as a thinking tool, mediate social interaction, and function as social mediation. Additionally, the strategies of TILT applied by the teachers in this study entail explaining difficult concepts and grammar, avoiding chunks of word translation, and nurturing students’ critical thinking and problem-solving skills. It is suggested that if translation is integrated into language teaching, it should be used selectively as a pedagogical tool to support students’ learning.

STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING

2015 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
L. Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Teaching Strategy ◽  
English Language Teaching ◽  
Student Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
And Performance

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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.

Implementing ELF-informed Activities in an Elementary Level English Preparatory Classroom

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Sibel Sert ◽  
Yonca Özkan
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Elementary Level ◽  
Standard English ◽  
Educational Setting ◽  
Structured Interviews ◽  
Qualitative And Quantitative ◽  
Mixed Method Design ◽  
Personal Interests

AbstractUpon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.

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