scholarly journals High School Teachers’ Perceptions of the Intercultural Communicative Language Teaching (ICLT) Model Applied in Language Classrooms- A Case Study of a Vietnamese High School

2021 ◽  
pp. 27-46
Author(s):  
Nguyen Thi Ngoc Hanh ◽  
Nguyen Hai Quan
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Language Teaching ◽  
School Context ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Second Phase ◽  
Teachers Perceptions ◽  
Cultural Aspects ◽  
Prescribed Curriculum

This study exemplifies itself as an attempt to bridge theory and practice in developing high school learners’ intercultural communicative competence (ICC) through language teaching. In particular, it aims to introduce the Intercultural Communicative Language Teaching (ICLT) model to teachers through seminars for teaching practice in a high school context. Teachers’ perceptions of the model were investigated via two rounds of interviews and classroom observations. Ten teachers in a high school in the Mekong Delta Region participated in the first stage of seminars and round-one interviews and three continued to proceed to the second phase of lesson planning and teaching practice. Findings from the study revealed a high level of awareness the teachers had regarding the need to integrate cultural aspects and develop students’ ICC. The teachers perceived contextual conditions in their school as favourable for integrating cultural contents in their English lessons. Yet, the urge to abide by the prescribed curriculum and textbooks, and the exam backwash effects appeared to discourage them to confidently adopt a more language-culture balanced approach in teaching. The teachers were also found to wholeheartedly welcome the ICLT model for its values in promoting more weight on cultural aspects and bringing more motivation to learners. The model was perceived as teacher-friendly and highly feasible in their context thanks to its resemblance to the CLT teaching approach that they were familiar with. Heavy workload in lesson preparation, time restriction in the curriculum and teachers’ lack of confidence in their own cultural and intercultural knowledge and skills were found to be key challenges to the teachers’ practice when the ICLT model was applied.

scholarly journals Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach

2021 ◽  
Vol 9 (1) ◽  
pp. 26
Author(s):  
Tanty Prianty ◽  
Ngadiso Ngadiso ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Language Teaching ◽  
School Context ◽  
Classroom Implementation ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Positive Attitudes ◽  
Efl Teachers

Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals Language teaching

2007 ◽  
Vol 40 (3) ◽  
pp. 251-256
Keyword(s):  
Higher Education ◽  
High School ◽  
Language Teaching ◽  
East Asian ◽  
International Communication ◽  
English For Academic Purposes ◽  
Senior High School ◽  
World Englishes ◽  
Theory And Practice ◽  
Sydney Australia

07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; [email protected]), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; [email protected]), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; [email protected]) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; [email protected]) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; [email protected]), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; [email protected]) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; [email protected]), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; [email protected]), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; [email protected]), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; [email protected]), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals A lezione con i task: fra teoria e operatività

EL LE ◽  
2018 ◽  
Author(s):  
Marilisa Birello ◽  
Enrico Odelli ◽  
Albert Vilagrasa
Keyword(s):  
Language Teaching ◽  
Current Theory ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Focus On Form ◽  
Practicing Teachers ◽  
Research And Practice ◽  
Set Up ◽  
Theory Research ◽  
The Relationship

This article aims to: present a literature review about Task-Based Language Teaching (TBLT) for practicing teachers and teachers in preparation; set up a link between TBLT and the guidelines of the Action-Oriented Approach described in the Common European Framework of Reference for Languages; and bring together current theory, research and practice. In this paper we define the notion of ‘task’ and we discuss the relationship between TBLT and a communicative language teaching. We also describe a TBLT syllabus, we analyse different instructional sequences, we outline our own framework according to the TBLT criteria and we argue which place the Focus on form must have in it. Additionally we explore which possibilities the Web 2.0 provides to this methodology. The text is illustrated with examples in order to bridge the gap between theory and practice.

scholarly journals Job Challenges Faced by Novice EFL High School Teachers

2021 ◽  
pp. 98-107
Author(s):  
Ngoc Duyen Tran
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interview ◽  
Structured Interviews ◽  
School Teachers ◽  
Job Challenges

The transition from pre-service teachers into novice teachers is a challenging process that has certain effects on teachers' lifelong careers. This study was conducted with the aim of exploring the job challenges that novice EFL high school teachers in the Mekong Delta of Vietnam faced in their first five years of teaching practice. This descriptive study adopted two research tools, including questionnaire and semi-structured interview. Thirty novice EFL high school teachers responded to the questionnaire and four of them were invited to participate in a semi-structured interview. The results showed that novice EFL high school teachers encountered job challenges at a medium frequency level. Specifically, based on the results of three One-Sample T Tests, it can be concluded that the novices were confronted with school context challenges at a high level, followed by the medium level of learners and classroom management challenges. Novices just dealt with lesson-related challenges at a low level. In addition, the findings from the semi-structured interviews presented several different job challenges including applying the teaching methods learned at university, lesson preparation, students’ negative attitudes towards learning English, students’ proficiency, workload, and pressure of achievement or credit-driven practice. Future studies on novice EFL teachers’ job challenges should be done on a larger scale and scope, and employ multiple research methods to collect the data.

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