scholarly journals ELF AWARENESS FOR TEACHER EDUCATION IN ITALY: ATTITUDES AND ACTIONS

2020 ◽  
Vol 1 (65) ◽  
pp. 69
Author(s):  
Enrico Grazzi ◽  
Lucilla Lopriore
Keyword(s):  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
School Level ◽  
Authentic Materials ◽  
Assessment And Evaluation ◽  
Material Development ◽  
Teacher Survey ◽  
Teachers Attitudes ◽  
The Impact

<span lang="EN-GB">The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which future studies might be heading in order to implement an ELF-aware pedagogic approach to English.  The aim of this article is to analyse a selection of relevant data that have been collected through a teacher survey on the state of the art as regards ELT. The survey was administered in Italy (mainly at upper and lower secondary school level). In particular, the authors focus their attention on issues such as </span><span lang="EN-GB">learners’ errors, standard and non-standard English models, teachers’ attitudes and beliefs, the use of authentic materials, the encouragement of learners’ creativity, learner assessment and evaluation.</span><span lang="EN-GB"> This study, part of an Italian national research project, has been carried out by one of the three teams constituting the study group, the one from Roma Tre University, whose main objective is to take into consideration the changing scenario of Global Englishes and open new paths to revisit teachers', learners' and publishers' beliefs and offer possible perspectives about classroom practices, assessment and evaluation, and material development.</span>

scholarly journals ELF AWARENESS AND PEDAGOGICAL IMPLICATIONS IN ELT CLASSROOMS. INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 1 (65) ◽  
pp. 1
Author(s):  
Sávio Siqueira ◽  
Lucilla Lopriore ◽  
Enrico Grazzi
Keyword(s):  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
School Level ◽  
Assessment And Evaluation ◽  
Material Development ◽  
Teacher Survey ◽  
Learner Assessment ◽  
The One ◽  
The Impact

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which future studies might be heading in order to implement an ELF-aware pedagogic approach to English. The aim of this article is to analyse a selection of relevant data that have been collected through a teacher survey on the state of the art as regards ELT. The survey was administered in Italy (mainly at upper and lower secondary school level). In particular, the authors focus their attention on issues such as </span><span>learners’ errors, standard and non</span><span>-</span><span>standard English models, teachers’ </span><span>attitudes and beliefs, the use of authentic mater</span><span>ials, the encouragement of learners’ creativity, </span><span>learner assessment and evaluation. This study, part of an Italian national research project, has been carried out by one of the three teams constituting the study group, the one from Roma Tre University, whose main objective is to take into consideration the changing scenario of Global Englishes and open new paths to revisit teachers', learners' and publishers' beliefs and offer possible perspectives about classroom practices, assessment and evaluation, and material development.</span></p></div></div></div></div>

scholarly journals English Language and the Changing Linguistic Landscape: New Trends in ELT Classrooms

2018 ◽  
Author(s):  
Arab World English Journal ◽  
abdelrahman abdalla salih ◽  
Holi Ibrahim Holi Ali
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Linguistic Landscape ◽  
Learner Identity ◽  
English As Foreign Language ◽  
Material Development ◽  
The Status ◽  
Recent Developments ◽  
The Impact

The history of English Language Teaching (ELT) has shown that this fast growing field is facing unprecedented challenges posed by the recent developments in the status of the English language as a world’s leading language and the eventual change in the linguistic landscape. This paper provides an opportunity to examine the impact of the phenomenal spread of English in recent years and its eventual dominance in the international arena as seen in the practice of English Language Teaching (ELT) and learning, particularly in English as a Second Language (ESL)/English as Foreign Language (EFL) contexts. The paper reports the implications of the recent growth of English for crucial ELT practices and areas such as learner identity, code selection in classroom, teaching methods, syllabus design and material development. It draws on issues pertaining to English as a lingua franca theory in an attempt to address this debatable topic and consider the necessity of taking into consideration the emerging trends in ELT classrooms globally.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.

2016 ◽  
Vol 24 ◽  
pp. 82 ◽  
Author(s):  
Malba Barahona
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Primary Level ◽  
Support Materials ◽  
Qualified Teachers ◽  
Lower Socioeconomic ◽  
Global Language ◽  
Primary School Level

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials—especially designed for young learners—have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.ation of English language teaching (ELT) at primary level has had to confront a series of challenges since its introduction. One key difficulty has been the lack of qualified teachers of English at primary school level. In a crowded curriculum, English teaching has been often allocated inadequate number of hours for successful language learning. In addition, suitable learning resources and support materials— especially designed for young learners—are often unavailable.  At the same time, it is undoubtedly the case that English being taught at the primary level has had an important democratising effect, with children from lower socioeconomic levels being afforded access a global language and a potential world of opportunities. This has furnished significant foundations for broader social access to more advanced language learning for all students in Chile. 

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals ELT Syllabus: Hegemonic Sabotaging of Pakistan’s Ideology at HSSC level

2018 ◽  
Vol III (I) ◽  
pp. 58-77
Author(s):  
Ejaz Mirza ◽  
Nazak Hussain ◽  
Syed Ali Shah
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Cultural Representation ◽  
English Language Teaching ◽  
Culture Studies ◽  
Foreign Culture ◽  
Compulsory Subject ◽  
The Impact ◽  
Target Culture ◽  
English Culture

English Language Teaching has become a compulsory subject in the curricula of many developing countries. There has been an increase in the trend of skeptic viewing of the credibility of this subject for teaching only a language and not its ideology and culture. Studies show that under the impact of ELT learners develop a positive attitude to English culture and depreciation of the indigenous one. Same is the case in Pakistan. English ideologies and cultural representation were uncovered through the application of CDA. The main ideologies found in these books were superiority of “Us/Self” and the inferiority of “Them/Other”. The paper present the source and target culture in their true perspective making the source culture part of esteem instead of the foreign culture.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

Sign in / Sign up

Export Citation Format

Share Document