scholarly journals English Language Teaching Strategies to Cope with the Barriers of ExtraLinguistic Factors for L2 Learners: A Qualitative Study in the Context of Public Sector Colleges Hyderabad, Sindh

2020 ◽  
Keyword(s):  
Public Sector ◽  
Qualitative Study ◽  
Teaching Strategies ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
L2 Learners

scholarly journals English Language Teaching Strategy for ASD (Autism Spectrum Disorder) Students

2021 ◽  
Vol 7 (1) ◽  
pp. 77
Author(s):  
Mifta Lasintia ◽  
Prihantoro Prihantoro ◽  
Sarwo Edy ◽  
Desti Ariani
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Autism Spectrum ◽  
English Language Teaching ◽  
Spectrum Disorder ◽  
Collection Data

This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.

scholarly journals An Anthropocentric Approach to Evaluate English Language Teaching Course Books

2020 ◽  
Vol 8 (3) ◽  
pp. 24-29
Author(s):  
Ahmet Erdost Yastibas
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Thick Description ◽  
The World ◽  
Teachers And Students ◽  
English Language Teachers ◽  
The Relationship

The new geological epoch Anthropocene poses a significant problem to people because it shows how human activities have started to change and shape the world negatively to a big extent. One way to deal with this problem is education, including English language teaching. In English language teaching, course books can be used to deal with the Anthropocene. When the literature was reviewed, it was seen that English language course books were evaluated according to English language teachers’ and students’ perspectives, but not with an Anthropocentric perspective. Therefore, the present study aimed to evaluate an English language course book used in Turkey with an Anthropocentric approach. It was designed as a qualitative study. The data collected were documented analyzed. Qualifications of the researcher and thick description were used for the trustworthiness of the research. The findings have indicated that the course book has units and parts of units related to nature. They have also shown that students can understand the relationship between people and nature by studying this course book. The results were discussed, and suggestions for further research were made.

scholarly journals ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH

2021 ◽  
Vol 21 (1) ◽  
pp. 46
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Lianita Ali Nasution
Keyword(s):  
Parental Involvement ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Sampling Method ◽  
Language Teaching ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Face To Face

The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study showed that KES teachers implemented at least seven strategies to teach English for their students from engaging learners in daily oral language activity, to establishing a nurturing environment, playing games, storytelling, audio-visual, singing, and teaching face to face. Furthermore, the teachers faced four constraints in applying those strategies, which are: students’ misbehavior, inconsistency of students’ attendance, lack of parental involvement, and insufficient number of teacher.

scholarly journals An analysis of three curriculum approaches to teaching English in public-sector schools

2017 ◽  
Vol 50 (4) ◽  
pp. 441-482 ◽  
Author(s):  
Kathleen Graves ◽  
Sue Garton
Keyword(s):  
Public Sector ◽  
English Language ◽  
Curriculum Implementation ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
List Type ◽  
Approaches To Teaching

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including:•the view of language and language acquisition underlying the approach•how learners’ needs are construed•the nature of the content and materials•the teacher's role•the context•how language is assessedThis is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

What is the Place of English Literature in ELT Classrooms? A Review of Related Studies

2017 ◽  
Vol 6 (7) ◽  
pp. 192 ◽  
Author(s):  
Tarek A. Alkhaleefah
Keyword(s):  
Cognitive Abilities ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Literature ◽  
Thinking Skills ◽  
English Language Teaching ◽  
L2 Learners ◽  
Language Classrooms

The debate over the place and role of literature in language classrooms has long intrigued researchers and teachers’ interests over the years. Although there is an overall consensus that the teaching of literature in English language teaching (ELT) classrooms can help foster L2 learners’ language skills and cognitive abilities, some researchers have suggested that integrating literature in ELT classrooms should be approached with caution due to EFL learners’ limited language proficiency. In this paper, the researcher reviews previous related studies on the place of literature in the English language teaching (ELT) contexts. The aim of this review is to shed light on this researchers/teachers’ ongoing debate over the place of teaching English literature in ELT. In particular, the review examines how researchers perceive the role of literature and its authenticity in ELT classrooms as stimulating learners’ interests and personal engagement with literary texts, fostering L2 learners’ language skills (particularly their reading and creative writing skills), and enhancing their critical thinking skills and strategic processing of texts. Furthermore, the review covers issues related to how the integration of literature in language classrooms should be carefully task-designed and assessed. 

scholarly journals Significance of Viva Exams for English Language Learning (ELL) in Pakistan

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Mahwish Farooq
Keyword(s):  
Public Sector ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Data Interpretation ◽  
English Language Teaching ◽  
English Language Learning ◽  
Group 3 ◽  
Group 2

This study deals with the reformation for English Language Learning (ELL) by considering the need and importance of viva exam. Therefore, it has been conducted in ELL classes of Public Sector University in Pakistan. English language teaching is a crucial issue therefore different methods have been used to teach and evaluate the performance of learners. But the most important element, viva is being ignored in our Public Sector Universities. Strategically, language teaching is a quite different subject but is being taught similar to other subjects which adds more difficulty. Actually, English must be considered a practical subject where learners have to participate in different experimental tasks. It is an observational study where a checklist has prepared by the researcher for collecting objective information. So, it is designed with sixty learners, divided in 3 groups of 20 participants in each. Two groups have been taught by the same teacher, having same curriculum and methodology. Group 1 is informed about the viva in qualifying exams therefore actively participated in spoken activities. But Group 2 is kept uninformed till the end of the course so tries to avoid participation. Group 3 has been asked to give opinion about the research by answering questionnaire. Then, the data interpretation and results concluded that emergence of viva exams and exam fear fact are the important elements to achieve English language proficiency.

scholarly journals English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh

2019 ◽  
Vol 10 (5) ◽  
pp. 43
Author(s):  
Barira Abrejo ◽  
Shabana Sartaj ◽  
Sadia Memon
Keyword(s):  
Public Sector ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Communicative Approach ◽  
Learning English ◽  
Language Teaching And Learning

Language is a complex phenomenon whether it counts in speaking or writing. Teaching and learning English language is much demanded in today’s globalization era. The increasing need of English language learning has demanded English language teaching around the globe. Therefore, the demand for language learning needs a tremendous quality in language teaching materials and resources. In current years, language learning has been perceived from a special perspective; it can be viewed as the communication between users and the learner of the language. The aim of the study is to determine the factors that deter teachers to implement communicative approach in their teaching. Researchers and practitioners have considered communicative competence as an ideal teaching approach (Berns, 1990). However, public sector colleges in Pakistan rely on Grammar Translation Method (GTM). Though students have good understanding of the language skills such as vocabulary, grammar and reading but research still have shown low proficiency when their speaking skills are tested. Therefore, in order to overcome this default in language proficiency, many teachers are supposed to adopt communicative language teaching methodology in their teaching. The study findings shed light on the factors which always deter teachers in the implementation of CLT and it is believed by the teachers that CLT should be followed at public sector colleges since it is one of the most effective methods of language teaching and learning. English language teaching and learning can be learnt meaningfully, if the aspects like phonetics, phonology, morphology, syntax and semantics will be instilled or implemented properly.

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