scholarly journals Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Lina Mukhopadhyay
Keyword(s):  
Exploratory Study ◽  
Training Programme ◽  
Classroom Observations ◽  
Low Ses ◽  
Primary Level ◽  
Classroom Activities ◽  
Level Government ◽  
Esl Classroom

In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode. 

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

Prejudice in the ESL Classroom

2005 ◽  
Vol 23 (1) ◽  
pp. 63
Author(s):  
Janie Stuart
Keyword(s):  
Esl Teachers ◽  
Classroom Activities ◽  
Lack Of Information ◽  
Esl Classroom

This article about issues and strategies looks at the need for teachers to recognize prejudice among students in Canadian ESL classrooms. The author notes the lack of information on this topic in TESL courses and publications. A sampling of responses from ESL teachers interviewed about the issues is included and serves to highlight the need for more training and other forms of assistance. Finally, a collection of classroom activities is presented as ideas to encourage learners to honor diversity.

scholarly journals Music Hath Charms: Music and Student-created Stories in the ESL Classroom

1984 ◽  
Vol 1 (1) ◽  
pp. 81 ◽  
Author(s):  
Wendy Magahay-Johnson
Keyword(s):  
Teaching Techniques ◽  
Classroom Activities ◽  
Esl Classroom

This section presents descriptions of teaching techniques or practical classroom activities.

scholarly journals Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English Speaking Classes

2015 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Xiaoyu Huang ◽  
Xinyue Hu
Keyword(s):  
Questionnaire Survey ◽  
Role Play ◽  
Classroom Observations ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Teachers And Students ◽  
English Major ◽  
English Speaking ◽  
Similarities And Differences ◽  
Preparatory Work

Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore, this study aims to investigate students’ and teachers’ perceptions of the use of classroom activities in English speaking classes. Classroom observations were carried out as a preparatory work for a questionnaire survey which was conducted to examine the attitudes of English-major students and teachers towards 21 classroom activities. Data were analyzed and the results of the research showed that there were both similarities and differences between students’ and teachers’ perceptions about these activities and that the perceptions of freshmen and sophomores were not completely matched. The findings of this research can help teachers take students’ perceptions into consideration while designing classroom activities for English speaking classes in the future.

scholarly journals Bringing The Poster Presentation Model into Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ima Widyastuti (Scopus ID 57210281451)
Keyword(s):  
Poster Presentation ◽  
Present Model ◽  
The Other ◽  
Professional Activity ◽  
Classroom Observations ◽  
Individual Interview ◽  
Classroom Activities ◽  
English Competence ◽  
The Individual ◽  
Recent Action

Making students to speak English in a large classroom becomes a big challenge for teachers. On one hand, there is no enough time for all students speak equally. On the other hand, most students are lack of confidence and English competence. As a result, the students tend to be reluctant toward the speaking activities. There have been many research under the speaking classroom activities, however, modeling professional activity into classrooms has been rare. The recent action research on a Poster Presentation model aims to make students participate in the classroom activities actively by considering their characteristics. From the individual interview and classroom observations of the 17 passive students enrolled on the four Speaking for Academic Purposes classrooms at Sarjanawiyata Tamansiswa University, Indonesia, the researchers found that the Poster Presentation model with two rules applied, i.e. no talk no grade and interrelated questions motivated the students’ participation in the speaking classroom activities. However, the Poster Presentation model did not work on those who have never experienced in natural speaking practices before. Thus, managing the classroom using the present model brings double facets among students.

scholarly journals Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

2019 ◽  
Vol 9 (2) ◽  
pp. 80 ◽  
Author(s):  
Karin K. Flensner ◽  
Göran Larsson ◽  
Roger Säljö
Keyword(s):  
Middle East ◽  
Lived Experience ◽  
Religious Education ◽  
Exploratory Study ◽  
Classroom Practices ◽  
Migrant Populations ◽  
Classroom Activities ◽  
Societal Issues ◽  
Upper Secondary ◽  
Upper Secondary Schools

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee.

Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction

1999 ◽  
Vol 20 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Jennifer A. McCleery ◽  
Gerald A. Tindal
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Instructional Practices ◽  
Scientific Method ◽  
Explicit Instruction ◽  
At Risk Students ◽  
Classroom Observations ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Hands On

Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.

Opportunities to Express Preferences and Make Choices among Students with Severe Disabilities in Classroom Settings

1987 ◽  
Vol 12 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Joan Houghton ◽  
G. J. Buzz Bronicki ◽  
Doug Guess
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Severe Disabilities ◽  
Classroom Observations ◽  
Personnel Training ◽  
Staff Members ◽  
Classroom Activities ◽  
Students With Severe Disabilities ◽  
Different Response ◽  
Age Range

Classroom observations were made on staff and students with severe disabilities to record opportunities to express preferences and make choices. Included in the study were 48 staff members and 37 students located in public schools, institutions, and university demonstration sites. An observational code was used to record staff- and student-initiated expressions of preference and choice in structured and nonstructured classroom activities. Results indicated that, regardless of age level or setting, classroom staff responded at very low rates to student-initiated expressions of choice or preference and that staff-initiated opportunities for student expressions of choice or preference were significantly higher in the 0 to 5 age range. Additional findings indicated that staff and students used distinctly different response modalities to communicate. Results are discussed in relation to the development of communication and social skills, with implications for current educational practices, personnel training, and further research.

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