scholarly journals Teaching Struggling Readers of English as a Second Language in the Malaysian Classroom

2021 ◽  
Vol 13 (2) ◽  
pp. 172-183
Author(s):  
Siti Soraya Lin Abdullah Kamal
Keyword(s):  
Second Language ◽  
Instructional Strategies ◽  
Struggling Readers ◽  
Classroom Environment ◽  
Research Participant ◽  
Primary Teacher ◽  
Classroom Observations ◽  
Ministry Of Education ◽  
Reading Growth ◽  
Effective Teaching Strategies

Teacher plays an important role in students’ reading growth through the implementation of various suitable instructional strategies in the classroom. This study contributes to the existing literature pertaining to the way the teacher worked with the students who were identified as struggling readers of English as a second language (henceforth ESL). This is a qualitative study involving one primary teacher as a research participant. Data was obtained from classroom observations, interviews and documents collection. Inductive analysis was carried out and the process incorporating a co-construction of meaning between the participant responses and the researcher’s own understanding. Two main themes emerged in the study namely “involvement” and “challenges”. In this paper, one of the themes namely “involvement” that incorporates “classroom environment” and “instructional methods” will be discussed. The findings of this study suggest that the Ministry of Education (henceforth MOE) can look into how support can be given to the teachers to assist them to have more effective teaching strategies in the ESL classroom.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals The Use of Question Modification Strategies in ESL Class

2020 ◽  
Author(s):  
Zailani Jusoh ◽  
Junaidah Abdul Rahman ◽  
Hishamuddin Salim
Keyword(s):  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Instructional Strategy ◽  
Active Participation ◽  
Classroom Observations ◽  
Teaching English ◽  
Teaching Practicum ◽  
Language Class ◽  
Language Context

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 151-181 ◽  
Author(s):  
Dina Tsagari ◽  
Christina Nicole Giannikas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Native Language ◽  
Language Learner ◽  
Classroom Observations ◽  
Cognitive Effect ◽  
Interlanguage Development ◽  
L1 Use ◽  
Lack Of Knowledge

AbstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Fei Deng ◽  
Jian-E Peng
Keyword(s):  
Second Language ◽  
Classroom Environment ◽  
Qualitative Content Analysis ◽  
Willingness To Communicate ◽  
Exchange Students ◽  
Short Term ◽  
Speaking Up ◽  
Multilingual Classrooms ◽  
Oral Participation ◽  
Fitting In

This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2015 ◽  
pp. 100-117 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

Knowledge-Building Communities

2019 ◽  
pp. 139-167
Keyword(s):  
Instructional Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Electronic Portfolio ◽  
Classroom Observations ◽  
Community Of Learners ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2017 ◽  
pp. 1-19 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

The effects of different task sequences on novice L2 learners’ oral performance in the classroom

2020 ◽  
pp. 136216882093754
Author(s):  
Nayoung Kim
Keyword(s):  
Second Language ◽  
Task Complexity ◽  
Private University ◽  
Classroom Observations ◽  
Syntactic Complexity ◽  
Oral Performance ◽  
Task Sequence ◽  
Novice Learners ◽  
Positive Effects ◽  
Task Sequences

This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify–stabilize–automatize–restructure–complexify) model, and two sets of task sequences were manipulated based on a teacher’s inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-led guided planning with content for the resource-dispersing dimensions. Pretest and posttest of syntactic complexity, accuracy, and fluency were used as the main data. The analysis showed that the TC group outperformed the GPV and GPC groups significantly in increasing overall syntactic complexity, and the GPV group outperformed the GPC group significantly in improving speed fluency. Both sequencing TC and GPV tasks significantly increased syntactic complexity and speed fluency. Sequencing TC tasks decreased accuracy and increased dysfluency, whereas sequencing GPV tasks increased accuracy and decreased dysfluency. Meanwhile, sequencing GPC tasks did not produce overall positive effects on oral performance compared with the two other groups.

Neurological Bimodality and Theories of Language Teaching

1988 ◽  
Vol 10 (1) ◽  
pp. 13-31 ◽  
Author(s):  
Marcel Danesi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Classroom Environment ◽  
Cerebral Hemisphere ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Directions ◽  
Perceptual Modalities

The failure of the method notion in second language teaching has been attributed to a series of valid pedagogical and socioeducational factors. The concept of neurological bimodality, which posits that effective language learning in a classroom environment requires the utilization of the perceptual modalities associated with each cerebral hemisphere, offers a more fundamental, neurologically related diagnosis of this failure. This paper looks at the historiography of language teaching theories from the perspective of bimodality, and then concludes with specific suggestions vis-à-vis the kinds of research directions that might empirically substantiate the usefulness of this concept for second language acquisition in a classroom environment.

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