scholarly journals English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers’ Beliefs

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Carina Silva Fragozo ◽  
Mônica Deitos Stedile Monawar
Keyword(s):  
Teaching And Learning ◽  
English Teaching ◽  
Teachers Beliefs ◽  
Language Schools

scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2021 ◽  
Vol 12 (4) ◽  
pp. 53-68
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2022 ◽  
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Appreciation in online English tourism advertising discourse: an appraisal analysis

2018 ◽  
Vol 12 (133) ◽  
pp. 33
Author(s):  
như phùng thị thúy ◽  
Khương Lưu Quý
Keyword(s):  
Teaching And Learning ◽  
Research Result ◽  
English Teaching ◽  
Tourism Advertising ◽  
Advertising Discourse ◽  
Appraisal Analysis ◽  
Negative Counterpart

This research examines the manifestation of Appreciation system in online tourism advertising discourse. The data is picked out from ten advertisements posted on Youtube by Expedia Group, an American travel group and are qualitatively and quantitatively analysed with the help of the Concordance AntConc software. The findings show that three subcategories of Appreciation which are Reaction, Composition and Valuation coexist in this discourse with different distribution. Besides, positive Appreciation and its negative counterpart are unevenly distributed in the samples, with the rate of 1: 9. Negative Appreciation, however, contributes to the ignition of visitors’ curiosity and desire to discover the destinations rather evoke unfavourable views of the appraised. Besides the conclusion, some implications for applying the research result to English teaching and learning in Vietnam are also provided at the end of the paper.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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