scholarly journals Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning

2021 ◽  
Vol 17 (8) ◽  
pp. 23
Author(s):  
Warunsicha Supprasert ◽  
Piyathida Khajornchaikul
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Work Performance ◽  
Local Health ◽  
Family Development ◽  
Effective Work ◽  
Development Centre ◽  
Ongoing Training ◽  
Field Notes ◽  
Language Promotion

This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.  Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that applying FSC techniques created a common future and successfully helped participants to understand past situations clearly and factors related to the problem. Three key strategies emerged to enhance FDC staff capacity including 1) organising ongoing training workshops to enhance staff knowledge and skills needed to achieve effective work performance, 2) building teamwork and 3) developing staff morale for working.

scholarly journals Roles and capacities of Thai family development centres

2018 ◽  
Vol 13 (3/4) ◽  
pp. 110-121
Author(s):  
Warunsicha Supprasert ◽  
David Hughes ◽  
Piyatida Khajornchaikul
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Resource Constraints ◽  
Care Staff ◽  
Family Development ◽  
Content Type ◽  
Parenting Support ◽  
Early Language Development ◽  
Future Policy

Purpose The purpose of this paper is to examine Family Development Centre (FDC) staff’s[1] perspectives on their roles and capacity to promote early childhood language learning through good parenting. Design/methodology/approach This research employed in-depth interviews with 30 FDC coordinators and volunteer staff, supported by limited field observations. Findings Identifying risk, surveillance of at-risk families, building community solidarity and activities to support parenting and children, emerged as key components of FDC work. Volunteers softened their surveillance role by emphasising their social support function and personal links to local communities. Most activities aimed to strengthen family bonding and relationships, with fewer specifically addressing early childhood language deficits. Volunteers found the latter challenging, and generally sought to work in cooperation with education, public health and child care staff where projects involved language development. Practical implications Most volunteers said they lacked the capacities to promote early language development effectively and required additional training in such areas as partnerships and collaboration, family and parenting support, and project management. The authors argue that the importance given to partnerships reflects volunteers’ recognition that they need to draw on outside expertise to address children’s language problems. Given resource constraints, volunteers will remain central to family support work for the immediate future. Even with training lay volunteers will not become language experts, and future policy should centre on building a framework of professional support for the community teams. Originality/value This study fills a gap in knowledge about FDC volunteer roles and suggests a need for training that focuses on teamwork rather than specialist language expertise.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Literary Text and Language Learning Behaviour of ESL Learners

2021 ◽  
Vol 2 (1) ◽  
pp. 382-389
Author(s):  
Shaukat Ali ◽  
Saddam Hussain ◽  
Iftikhar Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Comparison Group ◽  
Learning Activities ◽  
Quasi Experimental ◽  
Field Notes ◽  
Esl Learners ◽  
Language Text ◽  
Better Than ◽  
Speaking Skills

This study exploits John Milton's poems "On His Blindness, and "Methought I Saw My Late Espoused Saint" for teaching speaking skills to ESL learners. The study utilized a quasi-experimental design consisting of a treatment group (TG) and a comparison group (CG). CG was taught through conventional language text whereas TG was treated with the aforementioned poems. The main focus of the study was to observe the language learning behavior of the students of both TG and CG during language learning activities. The study therefore employed observation field notes beside the speaking type pretest and posttest as tools of data collection. The thematic analysis of the observation field notes indicated that the students of TG were confident, motivated, involved in, and excited about the language learning activities. On the contrary, the students of the CG were found to be hesitant, passive, and demotivated during the language learning venture. Consequently, the students of TG performed significantly better than that of CG on the posttest. The study recommends that poetry should be utilized for teaching the English language in general and speaking skills in particular.

scholarly journals Implementasi metode bermain peran untuk meningkatkan kecerdasan interpersonal anak usia 5-6 tahun di TK Barunawati

2015 ◽  
Vol 2 (1) ◽  
pp. 85
Author(s):  
Sumanti M. Saleh ◽  
Sugito Sugito
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Action Research ◽  
Role Playing ◽  
Descriptive Statistics ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Field Notes ◽  
Group B ◽  
Teacher Assistant

Penelitian ini bertujuan untuk meningkatkan kecerdasan interpersonal anak usia 5-6 tahun di TK Barunawati Kota Ternate dan seberapa besar peningkatan kecerdasan inter-personal anak usia 5-6 tahun dengan menggunakan metode bermain peran. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam II siklus. Subjek dalam penelitian ini adalah anak didik kelompok B di TK Barunawati Kota Ternate yang berjumlah 25 orang. Kolabolator dalam penelitian adalah guru kelas B, sebagai pelaksana tindakan, peneliti sebagai observer dan guru pendamping sebagai pembantu observer. Pengumpulan data dilakukan melalui observasi, catatan lapangan dan dokumentasi. Observasi meliputi proses pembelajaran sosial emosional dan kecerdasan interpersonal anak. Catatan lapangan digunakan untuk melihat permasalahan yang dihadapi selama pembelajaran. Dokumentasi digunakan untuk memperoleh data yang berbentuk foto. Teknik analisis data dilakukan dengan menggunakan statistik deskriptif sederhana. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa kecerdasan interpersonal anak usia dini dapat ditingkatkan melalui metode bermain peran. Peningkatan tersebut sebesar 76%.Kata Kunci: metode bermain peran (role playing), kecerdasan interpersonal, anak usia dini. The Implementation of Role Playing Method to Improve Interpersonal Intelligence of Children Aged 5-6 Years in Kindergarten Barunawati AbstractThe study aims to increase interpersonal intelligence of children aged 5-6 years in kindergarten Barunawati Ternate City and how much the increase in interpersonal intelligence of children aged 5-6 years using role playing methods. This research is a classroom action research conducted in two cycles. The subjects in this study are students in kindergarten group B Barunawati Ternate City amounting to 25 people. The collaborators in this research were the B-grade teachers acting as the executor, while the researcher was an observer and as a teacher assistant in the observation. The data were collected through observation, notes field and documentation. Observations included the process of learning social emotional and childrens interpersonal intelligence. Field notes were used to see the problems faced during the learning. Documentation used to obtain data in the form of photos. The data analysis techniques used simple descriptive statistics. The data were analyzed quantitatively and qualitatively. The results of this study shows that early childhood interpersonal intelligence can be improved through the role playing methods. The increase in the amout of 76%.Keywords: role playing method, interpersonal intelligence, early childhood

scholarly journals Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

2021 ◽  
Vol 6 ◽  
pp. 18-35
Author(s):  
Eugenie Mainake ◽  
Shannon M McCrocklin
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Technology Use ◽  
School Facilities ◽  
Technology Literacy ◽  
Teacher Preparedness ◽  
Public High Schools ◽  
Structured Interviews ◽  
Ongoing Training ◽  
Efl Teachers

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

scholarly journals 32. Teaching Writing Skills That Enhance Student Success in Future Employment

2011 ◽  
Vol 3 ◽  
pp. 195 ◽  
Author(s):  
James P. Coyle
Keyword(s):  
Work Performance ◽  
Writing Skills ◽  
Teaching Writing ◽  
Workplace Writing ◽  
Effective Work ◽  
Writing Courses ◽  
Learning Modules ◽  
College And University ◽  
University Courses ◽  
Workplace Needs

The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.

scholarly journals Discourse Competence Development in English as Second Language Learners: Effect of Poems on Proficiency and Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 268-274
Author(s):  
Dr. Shaukat Ali ◽  
Mr. Saddam Hussain ◽  
Mr. Iftekhar Ali
Keyword(s):  
Second Language ◽  
Treatment Group ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Control Group ◽  
Teaching Materials ◽  
Post Test ◽  
Field Notes ◽  
Discourse Competence

This study investigates the effect of poems as language teaching materials on the discourse competence of English as a second language learners (ESL) learners. Discourse competence is one of the sub-skills of English speaking skills which has further been divided into two sub-skills called 1) organizing a coherent conversation and 2) then maintaining it. It was a quasi-experimental study consisting of a control group (CG) and an experimental group (EG) from the faculty of social sciences, University of Malakand, Pakistan. They were the students of the third semester and were taught English as a minor course. Before the commencement of the experiment, the students of both groups were subjected to a speaking type pre-test. Immediately after the pre-test, the control group was taught through traditional teaching materials whereas; the treatment group was treated with poems as teaching materials. Moreover, observation field notes were employed to find out the reasons behind the performance of the students of both groups. After a six-week experiment, a post-test similar in nature to the pre-test was dispensed among the groups. The scores of the respondents of both groups were compared by using independent samples t-tests. The outcomes indicated that the learners in the treatment group scored significantly higher on the post-test than the learners in the comparison group. The observation field notes further displayed that the students of the treatment group were actively involved in the language learning process. Moreover, they associated the text of poetry with their, socio-cultural, and personal lives. Additionally, they enjoyed greater autonomy due to ambiguity and universality in the texts of the poems. The study suggests that poems should be utilized as teaching materials in ESL classrooms.

scholarly journals Organization of Foreign Languages Blended Learning in COVID-19 Conditions by Means of Mobile Applications

2021 ◽  
Vol 13 (2) ◽  
pp. 268-287
Author(s):  
Irina Bardus ◽  
Yuliia Herasymenko ◽  
Oleksii Nalyvaiko ◽  
Tetiana Rozumna ◽  
Yuliia Vaseiko ◽  
...  
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Effective Work ◽  
Advantages And Disadvantages ◽  
Survey Results ◽  
Points Of View

The article discusses the theoretical aspects of the organization of blended foreign language learning caused COVID-19 under the conditions of the quarantine. We analyzed different points of view on the process of using mobile applications in the study of foreign languages. We considered the possibilities of four mobile applications Duolingo, Simpler, Hello Talk, EWA with their main advantages and disadvantages. In the context of the research topic, conducted a survey of first and fifth-year students, in which 100 students took part from Karazin and Berdyansk universities. The survey was conducted among students of philological specialties in order to determine the most acceptable conditions for using mobile applications in the process of learning foreign languages. The survey results showed that students, in general, positively perceive the use of mobile applications in the educational process, taking into account the possibility of teachers’ support. The study showed the need to use mobile applications in the process of learning foreign languages in the context of the introduction of quarantine and blended learning as a forceful way to organize effective work with students.

Sign in / Sign up

Export Citation Format

Share Document