scholarly journals Post-Covid Ideology and Dimensions in Language Teaching

2021 ◽  
Author(s):  
Yadu Prasad Gyawali ◽  
Babita Parajuli
Keyword(s):  
Educational Intervention ◽  
Paradigm Shift ◽  
Language Teaching ◽  
Classroom Situation ◽  
New Normal ◽  
Linguistic Ideology ◽  
New Learning ◽  
Role Of Teachers ◽  
Teaching Learning

The chapter entitled Post-Covid Ideology and Dimensions in Language Teaching aims to explore the possible educational intervention in post-covid classrooms. It focuses on the role of teachers, stakeholders, curriculum, and technologies in the field of language teaching in the new-normal classroom situation after the Covid-19 pandemic. The chapter reviews the cultural and linguistic ideology of community developed as a possible way out in the new learning situation in the context of Nepal. Additionally, it discusses the paradigm shift in teaching-learning ideologies from the theoretical to practical perspectives for language teaching.

scholarly journals Time for a paradigm shift in school education?

2020 ◽  
Author(s):  
Geoff Masters
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Educational Standards ◽  
New Normal ◽  
Prevailing Paradigm ◽  
Prerequisite Knowledge ◽  
Role Of Teachers ◽  
Learning Plans

The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

scholarly journals Teaching Learning Materials: The Reviews Coursebooks, Games, Worksheets, Audio Video Files

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Anak Agung Sagung Shanti Sari Dewi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learning Materials ◽  
Professional Duty ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Teaching Learning ◽  
Audio Video

Teaching learning materials (TLM) has been widely recognised as one of most important components in language teaching to support the success of language learning. TLM is essential for teachers in planning their lessons, assisting them in their professional duty, and use them as rosources to describe instructions. This writing reviews 10 (ten) teaching learning materials in the form of cousebooks, games, worksheets, and audio video files. The materials were chosen randomly and were analysed qualitatively. The discussion of the materials is done individually by presenting their target learners, how they are applied by teachers and students, the aims of the use of the materials, and the role of teachers and learners in different kind of TLM.

scholarly journals On the Application of Situational Language Teaching Method to Mongolian English Majors

2017 ◽  
Vol 7 (4) ◽  
pp. 98
Author(s):  
Juan Du
Keyword(s):  
Teaching Methods ◽  
Inner Mongolia ◽  
Teaching Method ◽  
Language Teaching ◽  
Practical Application ◽  
English Class ◽  
Language Knowledge ◽  
English Majors ◽  
Role Of Teachers

The traditional English teaching method has gradually been replaced by new teaching methods in English class. Situational Language Teaching Method is a way to activate the teaching of language knowledge through the design of authentic and concrete situation. A survey is carried out in Inner Mongolia University for Nationalites. It investigates the practical application of Situational Language Teaching Method among Mongolian English majors in this university. Through the analysis of the questionnaire results, the paper reveals the obstacles existing in the application of the method, namely: passive participation due to improper text parsing; weakening role of teachers; and ineffective transfer among language, image and meaning. At the same time, it puts forward appropriate strategies to solve the problems during the application of SLT to Mongolian English majors. 

scholarly journals THE ROLE OF TEACHERS AND THE USAGE OF METHODS IN LANGUAGE TEACHING.

2021 ◽  
Vol 94 (02) ◽  
pp. 341-344
Author(s):  
Barno Mamatovna Sattarova ◽  
Keyword(s):  
Language Teaching ◽  
Role Of Teachers

scholarly journals 25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Academic Community ◽  
Language Teachers ◽  
Historical Background ◽  
Teaching Learning ◽  
Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

Instructional Dynamic and Flexible Strategy

2014 ◽  
pp. 49-65 ◽  
Author(s):  
Elena Railean
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Cognitive Activity ◽  
New Learning ◽  
Changing Roles ◽  
Teaching Learning ◽  
Educational Ideal

Globalization, Anthropology, and Existentialism (GAE) is a philosophical paradigm of PreK–12 education that adds value to a new educational ideal: professionalism, planetary thinking, and cultural pluralism. Critical pedagogy constitutes a part of this philosophy, which describes the interdependencies between teaching, learning, and environmental assessment. By comparing the Freirean approach to the affordance of new educational technologies in everyday classrooms, the authors propose an instructional dynamic and a flexible strategy. Such a strategy proves the changing roles of teacher and learner during the learning process. This chapter aims to describe the instructional dynamic and flexible strategy as integral to teaching and learning and to evaluation methods that engage learners in classroom cognitive activity. The objective of the chapter is to investigate the transition from algorithmic to empirical methods, encouraged by the increasing role of self-regulation techniques. This presents insights into the perceived significance of the new learning strategy.

scholarly journals ANALYZING ENGLISH LANGUAGE TEACHING METHODS

2018 ◽  
pp. 102-109
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Abilities ◽  
English Classes ◽  
Teaching Learning ◽  
Language Teaching Methods

In the field of English Language Teaching there have been contentions and counter contentions about the role of various methods, approaches and techniques in learning the language. Throughout the hundreds of years, these strategies and methodologies have been fundamentally all through support in educational programs. Methodology is one of the significant components to actualize the objective of education in showing in teaching learning process especially in English classes. To give the data about wonderful strategies is the primary reason for this logical composition. Since English has been instructed till these days, in this manner, this paper is to improve the information of educational specialists particularly in technique for teaching English. The strategies are explained plainly as far as the standards are concerned. The standards are normal for showing learning process, nature of guidance, taking care of the students' sentiments and feelings, the job of local language of students, the language abilities that are accentuated, and the method for instructor's reaction to students' mistakes.

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