The Interactional Features of Billingual Teacher Talk in the Classroom of Arabic as a Foreign Language

Communication is essential in studying Arabic as a foreign language to make the lesson interactive. This research aimed to identify and assess three aspects. First, the Teacher Talk (TT) interaction feature appeared in the Arabic Education Study Program, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung. Second, each lecturer's primary type of TT interaction element. Third, the utilization of code-switching as a component of bilingual learning interactions. This research was a case study of three Arabic lecturers (T1, T2, and T3) who used Google Meets to conduct online learning. Each lecturer was videotaped three times and then examined using Miles and Huberman's qualitative approach. The findings of the L2 investigation demonstrate that 1) T1 produced twelve different types of interaction features. Furthermore, T2 produced eleven different types of interaction features. Finally, T3 produced twelve different types of interaction features. 2) The most dominant TT interaction features in the classrooms by T1 was Scaffolding (18.2 percent), T2 was Display Questions (24.6 percent), and T3 was Confirmation Check (23.1 percent). 3) In the context of bilingual classes, this study also found that L2 lecturers used other interaction features to facilitate interaction, namely code-switching from Arabic (L2) to Indonesian (L1) and vice versa. The total occurrence of code-switching by T1 was 9.1 percent (the least), code-switching by T2 was 27.3 percent, and code-switching by T3 was 63.6 percent (the most dominant). Code-switching can be an excellent alternate approach or interaction tool for facilitating communication in the classroom when learning Arabic; nevertheless, it must be used appropriately and proportionally.

The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study

This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. The teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. The lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. From all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. On the other hand, teacher echo and display questions were found to hindrance students’ learning potentially.

Teachers' Strategies in Introducing Literacy to Early Childhood: Lesson from Indonesia

Purpose – This study aims to analyze teachers' strategies in introducing literacy to early childhood.Design/methods/approach –The researchers used the case study method. The research subjects are two teachers who teach in early childhood education institutions in Bandung, Indonesia.Findings –The results of this study indicate that in introducing literacy to children, teachers use multiple strategies, such as optimizing role-play activities, stimulation through active teacher conversations that encourage children to communicate (rich teacher talk), utilizing the use of big book media, and focusing on phonological awareness. The study results show that the teacher's role is significant in optimizing literacy learning for children.Research implications/limitations – This case study focuses on literacy learning in early childhood based on the experiences of two teachers in Bandung, Indonesia.Practical implications –This case study shows that multiple strategies are appropriate to introduce early childhood literacy and prepare children for the next level of education.Originality/value – This study contributes to the understanding of literacy in early childhood. In addition, this study recommends that teachers apply multiple strategies in introducing literacy through play activities. Paper type Case study

GENDER NEUTRALITY IN THE ENGLISH LANGUAGE: TEACHER TALK AND COURSEBOOKS

Постановка проблемы. В статье рассматривается феномен гендерной нейтральности при обучении английскому языку и представлены результаты анализа речи учителей и содержания учебников. Целью данного исследования является выявление степени осведомленности учителей английского языка в России о гендерной нейтральности в английском языке и существующих стратегиях гендерно нейтрального речевого поведения на занятиях по английскому языку, а также выявление того, насколько содержание учебников по английскому языку соответствует принципам гендерной нейтральности. Результаты. Результаты исследования демонстрируют, что многие учителя и авторы учебников используют гендерно нейтральные лексические и грамматические стратегии, но при этом им не удается избегать гендерных стереотипов и неравной репрезентации персонажей, персоналий и прецедентных имен. Таким образом, предположение, что учителя английского языка используют в своей речи гендерно окрашенные лексические и грамматические средства, а также гендерные стереотипы на занятиях по английскому языку, частично подтвердилось: более 60% учителей не владеют гендерно нейтральным речевым поведением в достаточной степени. В отношении содержания учебников гипотеза также частично подтвердилась: 60% учебников содержат гендерные стереотипы, а в 90% проанализированных учебников встретился дисбаланс мужских и женских персонажей, персоналий и прецедентных имен (в сторону мужских). Выводы. Представляется целесообразной разработка особых рекомендаций по гендерно нейтральному речевому поведению на занятиях по английскому языку для учителей английского языка в России, в которых были бы учтены некоторые аспекты гендерной нейтральности в английском языке. Данные рекомендации должны соотноситься с российским социокультурным контекстом и включать в себя все необходимые объяснения о специфике гендерной нейтральности и ее важности в англоязычном контексте. State of the problem. The article explores the phenomenon of gender neutrality in language education and presents the results of classroom discourse analysis and coursebook content analysis. The purpose of the study is to reveal to what extent teachers of English as a foreign language (L2 teachers) in Russia use gender-neutral language and gender-neutral behaviour strategies in the classroom and how gender neutrality is presented in the English coursebooks (created both by Russian and international authors). The novelty is determined by the fact that this is the first attempt to analyse teacher talk and English coursebook contents in terms of their gender neutrality in the Russian socio-cultural context. Results. Results show that many lessons and coursebooks analysed use some gender-neutral vocabulary and grammar strategies, but contain gender-stereotyping and unequal representation of personalia and case names. The proposed hypothesis that English teachers in Russia use gendered lexical and grammatical means, as well as gender stereotypes in the classroom was validated to a certain extent. The overall result demonstrates that more than 60% of teachers are not gender-neutral. As for the coursebooks, most of them seem to be gender-neutral in terms of grammar, and half of them seem to be gender-neutral in terms of vocabulary. At the same time, 60% of coursebooks contain gender stereotypes and 90% do not represent males and females equally (with male superiority in number). Conclusion. Special guidelines on gender-neutral English in the classroom for English teachers in Russia should be created to provide some recommendations on the use of gender-neutral language and the use of coursebooks. These guidelines should refer to the Russian socio-cultural context and contain all the necessary footnotes for teachers to explain to them the importance of gender neutrality in the English language and to help them to explain the phenomenon to the students, who might experience certain challenges while acquiring the concept of gender neutrality that is only minimally represented in the Russian language.