WorldWideScience

Sample records for english language teaching

  1. English Language Teaching Profile: Thailand.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Thailand discusses the role of English within Thai society and within the educational system. Areas covered include English language requirements and English within the curriculum, teaching personnel and teacher training, instructional materials, English outside the…

  2. ENGLISH LANGUAGE TEACHING THROUGH LITERATURE

    OpenAIRE

    Ujjwala, K.

    2013-01-01

    English education in India has largely depended on the teaching of literature. It is only in the recent years that there has been a shift of emphasis from teaching literature to language. The relationship between literature and English language teaching has been rather a difficult marriage throughout all these years. In many situations while English language teaching adopted a structural approach, literature was taught as a separate subject. Nevertheless, current approaches have endeavored to...

  3. English Language Teaching Profile: Bangladesh.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile of the English language teaching situation in Bangladesh discusses the role of English in the community and within the educational system. The amount of time devoted to English is discussed, as well as the syllabus used, the teaching staff, teacher training, and teaching materials. English instruction outside the educational system is…

  4. Vocabulary Teaching in English Language Teaching

    OpenAIRE

    Qi Pan; Runjiang Xu

    2011-01-01

    Vocabulary is one of the three essential components that constitute language knowledge, and vocabulary teaching is an essential part in English language teaching. In this paper, we discuss some vocabulary teaching strategies, so as to help the memorizing of vocabulary and enhance the efficiency of vocabulary teaching and learning.

  5. English Language Teaching Profile: Tunisia.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Tunisia provides a brief survey of the distribution of languages and their use in various domains, and the role of English is described. Statistical information concerning general school enrollment is followed by information summarizing the role of English in secondary…

  6. English Language Teaching Profile: Indonesia.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Indonesia attributes the great demand for English to the economic advantages that accompany proficiency in English and to its role in business. English is not used as the medium of instruction except in English departments in tertiary education and in certain specialized…

  7. English Language Teaching Profile: India.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form examines the English language teaching situation and the role of English in India. The profile considers these issues by region, that is, the eastern, southern and northern regions of the country. For each region, the following topics are covered: the role of English; English within the educational system, including a…

  8. Laptops in English language teaching

    OpenAIRE

    Alvring, Simon

    2012-01-01

    The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and ...

  9. Teaching English as an International Language

    Science.gov (United States)

    Selvi, A. F.; Yazan, B.

    2013-01-01

    English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

  10. Teaching language arts to English language learners

    CERN Document Server

    Vásquez, Anete; Smith, Philip C

    2013-01-01

    This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

  11. ENGLISH LANGUAGE TEACHING METHODS –AN OVER VIEW

    OpenAIRE

    Dr. T. Karunakaran; Mr.M.Suresh Babu

    2013-01-01

    The paper addresses the brief history of English language teaching (ELT) methods in general and the type of ELT methods. It also presents the recent research on English language teaching methods and the debates that move towards the post-method pedagogy in second language teaching/learning. The paper deals with the brief summary of the methods and approaches in language teaching from Grammar-translation method to Communicative Language Teaching. It also looks the debate on post-method pedagogy.

  12. Culture Influences on English Language Teaching

    Science.gov (United States)

    Zhang, Xue-wei; Yan, Ying-jun

    2006-01-01

    It's obvious that the teaching situation and teaching methods used in English Language Teaching (ELT) in China need to be changed to involve culture instead of language knowledge only. To further explain the importance of culture teaching, teachers need to know to what extent cultural background knowledge influences language learning and teaching,…

  13. LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

    OpenAIRE

    Murni Mahmud

    2010-01-01

    This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase Engli...

  14. ENGLISH LANGUAGE TEACHING METHODS –AN OVER VIEW

    Directory of Open Access Journals (Sweden)

    Dr. T. Karunakaran

    2013-07-01

    Full Text Available The paper addresses the brief history of English language teaching (ELT methods in general and the type of ELT methods. It also presents the recent research on English language teaching methods and the debates that move towards the post-method pedagogy in second language teaching/learning. The paper deals with the brief summary of the methods and approaches in language teaching from Grammar-translation method to Communicative Language Teaching. It also looks the debate on post-method pedagogy.

  15. LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Murni Mahmud

    2010-08-01

    Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

  16. TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE

    Directory of Open Access Journals (Sweden)

    BADEA ELENA CODRUTA

    2012-05-01

    Full Text Available In the last two decades, legal English has attracted increasing interest and awareness, especially because English is predominantly the language of international legal practice. Legal English must be seen in the overall context of English for Specific Purposes , as it shares the important elements of need analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, Legal English implies the definition of a specific language corpus, usages of various teaching strategies and emphasis on particular kinds of communication in a specific context.The article aims to highlight some aspects of teaching legal English by a non-native teacher who is not an expert in law. It particularly focuses attention on the development of basic communication skills and the use of lexical approaches in successful language acquisition in legal English.

  17. English Language Teaching: Teaching of Hedges

    Directory of Open Access Journals (Sweden)

    Charles Ko

    2014-05-01

    Full Text Available A hedge is a mitigating word or sound used to lessen the impact of an utterance. It can be an adjective, for example, ‘Small potato me is not as strong as you’; or an adverb: ‘I maybe can swim faster than you’, while it can also consist of clauses, that it could be regarded as a form of euphemism which should be taught as a main topic in English class of schools around the world. For instance, in Hong Kong schools, based on my observation while teaching in a number of primary and secondary English courses as a tutor, students report that their school teachers usually emphasize the teaching of all cohesive devices in terms of skills of writing while they neglect to explain the importance of the use of hedges in order to show euphemism. In this study, I would adopt Corpus Linguistics, a division of applied linguistics, as methodology to discover a great deal of hedges employed by so-called native speakers of English, for promoting the idiomatic usage of hedges in writing, nevertheless in speaking, so as to help teachers gain resources and inspiration in teaching to students the appropriate English hedges as a consequence of the author’s hard effort while revealing from the selected corpora of this paper.

  18. How to Enhance Culture Teaching in English Language Classes

    OpenAIRE

    Baohe Zhao

    2011-01-01

    Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of culture teaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on culture teaching in English language teaching (ELT).

  19. English language teaching textbooks content, consumption, production

    CERN Document Server

    Harwood, Nigel

    2013-01-01

    English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process.

  20. Role-play in English Language Teaching

    Directory of Open Access Journals (Sweden)

    Feng Liu

    2009-09-01

    Full Text Available Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun!

  1. English language teaching some aspects recollected

    CERN Document Server

    Singh, RK

    2008-01-01

    ELT is in a flux, but certain exploratory and empirical studies reported a decade or two ago have potential for adaptation. The articles in the volume not only offer a substantive and methodological perspective for teachers and educators in relevant facets of ELT but also present international and comparative dimensions of applied language teaching practices. The contributing teacher-researchers reflect on learners' proficiency and their performances, errors in the usage of conjunctions, idiomatic expressions, vocabulary learning, rhetorical structures in everyday English use, functional appli

  2. ENGLISH LANGUAGE TEACHING AND LEARNINGA NEED TO RETHINK.

    OpenAIRE

    K. UJJWALA

    2013-01-01

    English education in India has largely depended on the teaching of literature. It is only in the recent years that there has been a shift of emphasis from teaching literature to language. The relationship between literature and English language teaching has been rather a difficult marriage throughout all these years. In many situations while English language teaching adopted a structural approach, literature was taught as a separate subject. Nevertheless, current approaches have endeavored to...

  3. Teach English as a foreign language

    CERN Document Server

    Riddell, David

    2014-01-01

    This new edition of Teach EFL is the ultimate practical reference guide to becoming an EFL teacher. "Riddell''s book is a classic - it answers all those questions new language teachers have....covers an amazing amount in a clear accessible way.". David Carr, Director of Teacher Training. International House London. This book is packed with information on:. -effective teaching techniques. -sound classroom management. -practical lesson planning. -successful job hunting and career development. This is an indispensable book for all new EFL teachers: a step-by-step guide on what to teach and how to teach it. This edition has been fully revised to include:. -insights from teachers working around the world. -up-to-date information on technology as an aid to learning. -comprehensive information on the increasingly popular task-based learning. -invaluable advice on making the transition from learning to teaching. -clear guidance on ongoing professional development. -useful examples of teaching in different internation...

  4. TEACHING LEGAL ENGLISH AS A SECOND LANGUAGE

    OpenAIRE

    BADEA ELENA CODRUTA

    2012-01-01

    In the last two decades, legal English has attracted increasing interest and awareness, especially because English is predominantly the language of international legal practice. Legal English must be seen in the overall context of English for Specific Purposes , as it shares the important elements of need analysis, syllabus design, course design, and materials selection and development which are common to all fields of work in ESP. As with other varieties of ESP, Legal English implies the def...

  5. Essay: Programs for Teaching English Language Learners

    Science.gov (United States)

    Donna Christian, Center for Applied Linguistics

    2008-01-01

    Today's K-12 American classrooms are rich with students from families of diverse cultural, socioeconomic, and linguistic backgrounds. An increasingly important dimension of diversity in contemporary schools is language and, in particular, the relative proficiency students have in English and other languages when they enter school, whether at the primary, elementary, or secondary level. Language is the key to academic success because it provides access to the curriculum. In schools within the United States, that key is English. In this chapter, the authors discuss programs and approaches for educating students who come to school with limited proficiency in English.

  6. Pensamientos Sobre (Thoughts on) Teaching English as a Second Language.

    Science.gov (United States)

    Ulibarri, Mari-Luci

    This document presents ideas on various topics in teaching English as a second language. Some of the problems of English orthography and semantics are illustrated. The role of contrastive analysis is mentioned with Spanish-English illustrations. A list of second-language-acquisition principles and techniques is provided, and suggestions for…

  7. PLATE : Project in language assessment for teaching in English

    DEFF Research Database (Denmark)

    Kling, Joyce; Hjulmand, Lise-Lotte

    2008-01-01

    Copenhagen Business School (CBS) finds itself needing to address the issue of English-medium instruction for its increasing number of foreign exchange and full degree students. With internationalisation as a main pillar of the institution’s agenda, there are concerns whether the teaching faculty’s level of English is sufficient for the increasing number of courses offered in English each semester. This paper addresses these concerns and describes a pilot project initiated in 2003 at CBS to gauge the overall English language proficiency of those teaching content courses in English. Through the Project in Language Assessment for Teaching in English (PLATE) language professionals from CBS’s Language Center observe teachers and provide feedback using evaluation criteria from the Common European Framework for Reference (CEFR) supplemented by some additional criteria which take the LSP nature of academic teaching and lecturing into account.

  8. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Rodriques, Marku Monis And M. V.

    2012-01-01

    Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing...

  9. Botswana English: Implications for English Language Teaching and Assessment

    Science.gov (United States)

    Alimi, Modupe

    2011-01-01

    Concerted efforts to characterise Botswana English (BE), though still referred to as "a variety in development", have validated its existence. However, the teaching and assessment of English in the high schools do not seem to have responded to the development of this variety. This paper discusses the viability of using Standard British English as…

  10. Culture and English Language Teaching in the Arab World

    Science.gov (United States)

    Mahmoud, Montasser Mohamed AbdelWahab

    2015-01-01

    This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

  11. Role of New Emerging Technology in English Language Teaching

    Directory of Open Access Journals (Sweden)

    Dr. Madhvi Rathore

    2013-10-01

    Full Text Available English is a language which has vast scope and influences the whole personality of an individual. There is no doubt that English has become a universal language. Today language teachers are frequently making use of technology. The use of technology not only helps in improving the basic skills but also positively contributes in the development of high thinking skills. The use of technologies such as PowerPoint and interactive white board is attracting the students in classroom. Teachers can teach students basic grammatical rules from the English language exercises available on the Internet. Students can use on line dictionaries, pronouncing dictionaries to improve their communication skills. Students can learn English through language games, video, audio clips, text on internet and other internet language learning software. This paper intends to maximize the positive effect of new emerging technology in teaching English language and to minimize the negative effects of emerging technology in English language teaching. New media usually includes: online news, websites, 3-D and virtual reality environments and effects, highly interactive user interfaces, mobiles, presentation and computing capabilities, telephones, online communities, live internet broadcasting and print media. Our general aim is to explore the design and use of new emerging technology in English language teaching. New emerging technology makes learning atmosphere pleasant and conductive. It replaces our traditional class rooms into smart class rooms.

  12. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    MARKU MONIS AND . M. V. RODRIQUES

    2012-11-01

    Full Text Available Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing, we do with learners more communicative. There are many areas in which language learners can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative Writing (CW can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative Writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms. In this article, an effort is made to discuss the characteristics and difficulties of CW and similarly, a few ideas for CW writing, benefits of CW and solutions to simplify and make it interesting is presented.

  13. Teaching Mathematics and English to English Language Learners Simultaneously

    Science.gov (United States)

    David Slavit

    Learning to talk in the mathematics register while learning English as a second language can provide a significant challenge for ELL students. Teachers can employ a variety of strategies to help ELL students with these tasks.

  14. Principles and Practices for Teaching English as an International Language

    CERN Document Server

    Alsagoff, Lubna; Hu, Guangwei; Renandya, Willy A

    2012-01-01

    What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well

  15. From Teaching to Learning: Current Trends in English Language Teaching

    OpenAIRE

    CARSON, LORNA ELIZABETH

    2010-01-01

    The shift in emphasis away from the processes involved in teaching languages towards the processes involved in learning languages in formal educational contexts has brought about one of the most remarkable changes to the language classroom since the communicative approach. The elaboration of the role ‘learner’ in this paradigm frequently involves discussion of autonomy in language learning, although perhaps not in so many words. A range of terms are employed in the disco...

  16. Testing a Model of Teaching for Anxiety and Success for English Language Teaching

    Science.gov (United States)

    Önem, Evrim; Ergenç, Iclal

    2013-01-01

    Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study…

  17. Teaching English Language Learners in the Content Areas

    Science.gov (United States)

    Janzen, Joy

    2008-01-01

    This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of…

  18. Reengineering English Language Teaching: Making the Shift towards ‘Real’ English

    Directory of Open Access Journals (Sweden)

    María Luisa Pérez Cañado

    2009-08-01

    Full Text Available This article underscores the importance of keeping up to date with vocabulary which is currently employed in English-speaking countries. It argues that textbooks, dictionaries and even corpora are not the most reliable sources to do this, and puts forward a pedagogical proposal – grounded in the Lexical Approach and three pedagogical innovation projects – to incorporate ‘real’ English into the language classroom. After clarifying what is meant by such ‘real’ English expressions and providing a possible classification for them, it suggests diverse sources of ‘real’ English input – including telecollaboration, sitcoms and TV series, podcasts, Internet texts, and recent bestsellers –, and subsequently presents a set of tried-and-true activities to exploit them, activities which allow the incorporation of pedagogically innovative approaches into the ELT classroom. The ultimate aim is to link the classroom with what goes on beyond its confines and to make our students’ lexical competence approximate that of native English speakers.

  19. Integrating Indigenous Cultures into English Language Teaching

    Science.gov (United States)

    Barfield, Susan C.; Uzarski, Joelle

    2009-01-01

    One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better…

  20. Teaching English as a foreign language for dummies

    CERN Document Server

    Maxom, Michelle

    2009-01-01

    Making Everything Easier! Teaching English as a Foreign Language for Dummies Learn to:Put an EFL course programme together from scratchLet your students loose in skills classes - from reading to listeningDeliver grammar lessons in a logical and intuitive wayCope with different age groups and capabilities Your one-stop guide to a career that will take you places If you thought that teaching a language that''s second nature to you would be easy, think again! Explaining grammar, or teaching correct pronunciation while simultaneously developing your own skills as a teacher can be a huge challenge.

  1. Teaching English as an International Language and its Reflections in Turkey

    OpenAIRE

    Yesim Bektas-Cetinkaya

    2012-01-01

    In the field of English language teaching interest is growing in issues related to teaching English as an international language due to the rapidly changing status of English worldwide. This article identifies key theoretical issues, such as the spread of English, ownership of English, linguistic variation and intelligibility, and also discusses which variety of English to teach and the appropriateness of communicative language teaching methodology for teaching English as an international la...

  2. ICT and Teachers’ Attitude in English Language Teaching

    OpenAIRE

    Gopala Krishnan Sekharan Nair; Rozlan Abdul Rahim; Roszainora Setia; Aileen Farida binti Mohd Adam; Norhayati Husin; Elangkeeran Sabapathy; Razita Mohamad; Shahidatul Maslina Mat So’od; Nurul Izatee Md Yusoff; Razifa Mohd Razlan; Nur Amalia Abd Jalil; Elina Faradilla Nurul Huda@ Ariffin; Norhafiza Abu Seman

    2012-01-01

    The waves of globalization and the advent of IT have given some impacts to the teaching of English in Malaysia. ICT equipment has been integrated in English classes since it has been proven to help the students in their learning process. This study seeks to find out whether the teachers are in fact ready for this newer innovation. It checks on the teachers’ attitude towards the use of ICT in English language teaching and the extent to which teachers use the available ICT equipment. A survey...

  3. Incorporating English Language Teaching Through Science for K-2 Teachers

    Science.gov (United States)

    Shanahan, Therese; Shea, Lauren M.

    2012-06-01

    English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in J Res Sci Teach 45(6):726-747, 2008; Stoddart et al. in J Res Sci Teach 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas. Teachers require higher quality and new forms of professional development to learn and meet the needs of their students. This study examines the impact of one professional development model that explicitly embedded language learning strategies into science inquiry lessons. It also demonstrates how teachers involved in the PD program improve their self-efficacy about language instruction embedded in content and how they interpret and implement the methodology.

  4. Using Public Speaking Tasks in English Language Teaching

    Science.gov (United States)

    Iberri-Shea, Gina

    2009-01-01

    The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. For the purpose of this article, the author will focus on two types of these tasks: student presentations and debates. Student presentations may consist of either individual or…

  5. Development of English Language Teaching Reflection Inventory

    Science.gov (United States)

    Akbari, Ramin; Behzadpoor, Foad; Dadvand, Babak

    2010-01-01

    The present study was carried out to develop and validate an L2 teacher reflection instrument. For this purpose, a six component model of second language (L2) teacher reflection, encompassing practical, cognitive, meta-cognitive, affective, critical and moral reflection, was developed using experts' opinion and a comprehensive review of the…

  6. Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language

    OpenAIRE

    John Airey

    2011-01-01

    This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. ...

  7. English Language Teaching at Expenses of Thai Language Teaching for Urban Refugee Language Learners in Thailand: Social Inequalities Related to What Languages to Teach

    Directory of Open Access Journals (Sweden)

    Hugo Yu-Hsiu Lee

    2011-07-01

    Full Text Available This inquiry on young refugee language learners presents findings that have been yielded from an empirical study and conducted over a period of 8 months in Thailand. This study took an angle in multidisciplinary fields of language teaching by examining socio-economic inequalities occurred to urban refugee children and adolescents resulted from their formal schooling interruption as closely in relation to what languages are taught in their humanitarian based language learning programs. A central argument throughout this paper has been balancing languages to teach for these young language learners by refocusing attentions on teaching needed Thai language that helps formal schooling interrupted refugee children and adolescents to resume their study in local Thai schools, accompanied by teaching globally-oriented English language. By the same token, while the promise of English language teaching and learning might empower young urban refugee students, English language teaching cannot be at expenses of Thai language teaching because the latter is urgently needed for these young urban refugees to continue their formal schooling and decreases inequalities.

  8. THE USE OF MULTI – MEDIA IN ENGLISH LANGUAGE TEACHING

    OpenAIRE

    ARVIND VASANTRAO DESHMUKH

    2012-01-01

    Multimedia teaching method has been used in college English teaching wider and wider. It has contributed a lot to higher teaching quality. Chalk and Talk teaching method is not enough to teach English effectively. We should change our teaching ideas and recognize its impersonal attribute as one kind of teaching method. Thus we can utilize modern education technology reasonably to fulfill the target of college English teaching.

  9. The “Whole Language” Theory and Its Application to the Teaching of English Reading

    OpenAIRE

    Pan Ling

    2012-01-01

    Based on a diagnosis of the problems in the traditional way of teaching English reading in China, this paper introduces the “whole language” theory and explores its application to the teaching of English reading. To begin with, it demonstrates the various problems in the teaching of English reading which severely prevent the improvement of English teaching. Then it introduces and elaborates on the “whole language” theory which brings new ideas and new methods to foreign language teach...

  10. Considering Emotions in Critical English Language Teaching Theories and Praxis

    CERN Document Server

    Benesch, Sarah

    2012-01-01

    Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students' and teachers' emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning? What do complex and shifting emotions, such as hope, disa

  11. Teaching English as a Foreign/Second Language in Nepal: Past and Present

    Science.gov (United States)

    Bista, Krishna

    2011-01-01

    In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques…

  12. Principles and Practices of Teaching English as an International Language. New Perspectives on Language and Education

    Science.gov (United States)

    Matsuda, Aya, Ed.

    2012-01-01

    This book critically examines current ELT practices vis-a-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language (EIL), and presents diverse approaches for preparing competent users of English in international contexts.…

  13. A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

    Science.gov (United States)

    Anwar, Khoirul

    2015-01-01

    This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

  14. ICT and Teachers’ Attitude in English Language Teaching

    Directory of Open Access Journals (Sweden)

    Gopala Krishnan Sekharan Nair

    2012-10-01

    Full Text Available The waves of globalization and the advent of IT have given some impacts to the teaching of English in Malaysia. ICT equipment has been integrated in English classes since it has been proven to help the students in their learning process. This study seeks to find out whether the teachers are in fact ready for this newer innovation. It checks on the teachers’ attitude towards the use of ICT in English language teaching and the extent to which teachers use the available ICT equipment. A survey was conducted at 8 primary schools in Miri, Sarawak. A total of 60 teachers of English were selected and given a set of questionnaire. It was found that teachers have a satisfactory attitude towards the use of ICT and the teacher’s level of ICT use is also satisfactory. Furthermore, a significant relationship was found when the attitude towards ICT was investigated with three different variables, which are the actual level of its use, the teachers’ age and the experience in attending ICT workshop. It is hoped that more future research should be carried out in a wider sampling so that the findings can be generalized.

  15. An Analysis of Spoken Language and Written Language and How They Affect English Language Learning and Teaching

    OpenAIRE

    Bei Zhang

    2013-01-01

    Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays in China, more and more people are learning English as a second language. What is the effective method of learning a foreign language becomes their chief concern. Basically speaking, four modules are involved in the process of second language acquisition. They are listening, reading, writing and speaking. In English language teaching and ...

  16. Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language

    Directory of Open Access Journals (Sweden)

    John Airey

    2011-10-01

    Full Text Available This study documents the experiences of Swedish university lecturers when they change from teaching in their first language to teaching in English. Eighteen lecturers from two Swedish universities took part in a training course for teachers who need to give content courses in English. As part of the course the participants gave mini-lectures in their first language in a subject area that they usually teach. The following week, the lecturers gave the same lectures again, this time in English. The pairs of lectures were videoed and commented on by the lecturers themselves and the whole course cohort in an online discussion forum (an input of approximately 60 000 words. In addition, twelve of the lecturers were interviewed about their experiences of changing language in this way (total of 4 hours of recorded material. The paper presents a qualitative analysis of the thoughts and experiences expressed by the lecturers in their online discussions and in the interviews concerning the process of changing the language of instruction to English. These results are presented as nine themes. Nine recommendations for teachers changing to teaching in English are also presented. The findings replicate those of earlier studies with one notable exception: the lecturers in this study were acutely aware of their limitations when teaching in English. It is suggested that this may be due to the lecturers’ relative inexperience of English-medium instruction.

  17. Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

    Science.gov (United States)

    Lyttle, LeighAnne

    2011-01-01

    This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

  18. Role of New Emerging Technology in English Language Teaching

    OpenAIRE

    Dr. Madhvi Rathore; Neha Singhvi

    2013-01-01

    English is a language which has vast scope and influences the whole personality of an individual. There is no doubt that English has become a universal language. Today language teachers are frequently making use of technology. The use of technology not only helps in improving the basic skills but also positively contributes in the development of high thinking skills. The use of technologies such as PowerPoint and interactive white board is attracting the students in classroom. Teachers can te...

  19. English Language Teaching in Egypt. At the Crossroads of Global Communication.

    Science.gov (United States)

    Monem, Doaa Abdul; El-Sokkary, Wael; Haddaway, Carol; Bickel, Beverly

    2001-01-01

    Discusses English language teaching in Egypt, where students are required to study English beginning in the fourth grade. Describes the educational requirements of Egyptians pursuing careers as English teachers, inservice training opportunities, overseas training programs, and future directions of English teaching in Egypt.(Author/VWL)

  20. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  1. Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

    Science.gov (United States)

    Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

    2013-01-01

    In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

  2. Dilemmas and Paradoxes of English Language-and-Culture Teaching: Foreign or International?

    OpenAIRE

    Konieczna, Anna

    2007-01-01

    The article presents the many dilemmas concerning the status of English language-and-culture (as a conjoint phenomenon) and the approach to teach it in a non-native environment. It especially focuses on the alternatives of teaching English as a foreign or as an international language, pointing to the problems relating to the choice of any of these particular frameworks.

  3. Teaching English as an Additional Language 5-11: A Whole School Resource File

    Science.gov (United States)

    Scott, Caroline

    2011-01-01

    There are increasing numbers of children with little or no English entering English speaking mainstream lessons. This often leaves them with unique frustrations due to limited English language proficiency and disorientation. Teachers often feel unable to cater sufficiently for these new arrivals. "Teaching English as an Additional Language Ages…

  4. Representations of teaching work at free language courses: reflections upon dichotomic relations within the English language teaching

    Directory of Open Access Journals (Sweden)

    Carlos Fabiano de Souza

    2013-07-01

    Full Text Available This paper makes a description of the two main representations of teachers present at free language courses, i.e. college graduate English teachers and non-college graduate ones. From these dichotomic relations, it is intended to promote a reflection upon how important role plays a college graduate teacher within the teaching learning process of foreign language and the relevance of the academic and ongoing formation to the teaching work of a language teacher.

  5. Sociolinguistic Approach In English Language Teaching: A Critical Assessment

    OpenAIRE

    Madhulika

    2012-01-01

    Today, English is recognized as an associate official language of the Union of India. It is the only language which is a window to the world of knowledge for Indians. In every sphere of life whether social, political, academic, cultural or economic, it holds a significant value. It has played a very important role in building modern India. It enjoys a previleged position. Higher Education in science, medicine, engineering, technology etc. is not possible without English. Higher studies in any...

  6. Triadic Scaffolds: Tools for Teaching English Language Learners with Computers

    Directory of Open Access Journals (Sweden)

    Carla Meskill

    2005-01-01

    Full Text Available Active communication with others is key to human learning. This straightforward premise currently undergirds much theory and research in student learning in general, and in second language and literacy learning in particular. Both of these academic areas have long acknowledged communication's central role in successful learning with the exact intricacies of instructional conversations and the forms these take having been the focus of close analysis (Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp & Galimore, 1991; van Lier, 2000. In this examination of computer-supported classroom discourse, specific forms of instructional conversation employed by a veteran elementary teacher of beginning-level English language learners (ELLs are examined. The focal teacher orchestrates instructional conversations around computers with children whose immediate needs are to learn the English language, specifically the "language of school" and the concomitant social complexities implied in order to participate in mainstream instructional activity. With these goals shaping language and literacy activity, their ESOL (English for speakers of other languages teacher makes use of the computer to capture, motivate, and anchor learner attention to, and render comprehensible the target language they hear and see on and around the computer screen. The anatomy of the activity she orchestrates around the computer and the language she uses to support it -- labeled here as triadic scaffolds -- are the focus of analysis. Forms and functions of triadic discourse (teacher, learner, computer are examined for their potential unique role in second language and literacy instruction.

  7. The Impact of Using Technology in Teaching English as a Second Language

    OpenAIRE

    Bassma Basheer Nomass

    2013-01-01

    This paper aims to highlight the role of using modern technology in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Among these techniques are online English language learning web sites, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video...

  8. The native-speaker fever in English language teaching (ELT): Pitting pedagogical competence against historical origin

    OpenAIRE

    Anchimbe, Eric A.

    2006-01-01

    This paper discusses English language teaching (ELT) around the world, and argues that as a profession, it should emphasise pedagogical competence rather than native-speaker requirement in the recruitment of teachers in English as a foreign language (EFL) and English as a second language (ESL) contexts. It establishes that being a native speaker does not make one automatically a competent speaker or, of that matter, a competent teacher of the language. It observes that on many grounds, includ...

  9. PROFESSIONALLY-ORIENTED TEACHING OF THE ENGLISH LANGUAGE TO STUDENTS-DESIGNERS / ???????????????-??????????????? ???????? ??????????? ????? ?????????-??????????

    Directory of Open Access Journals (Sweden)

    Romanova Olga Nikolaevna / ???????? ????? ??????????

    2014-03-01

    Full Text Available Vocational teaching of the English language enables a future designer to obtain skills and knowledge, which provide personal competitiveness and chances of success in professional activity. The article is concerned with professionally-oriented approach to teaching the English language. The author analyses various view-points existing among scientists in pedagogy. The paper also stresses that communication in a foreign language becomes the important element in professional activity of future specialists / ???????????????-??????????????? ???????? ??????????? ????? ???? ??????????? ???????? ????????? ?????????? ?????? ? ??????, ?????????????? ?????? ????????????????????? ? ????? ?? ????? ? ???????????????? ????????????

  10. Cross-Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

    Science.gov (United States)

    Vroom, Sara J.; Seaman, Alan A.

    2014-01-01

    One of the most significant trends in contemporary English language teaching is the dramatic increase in English as a foreign language (EFL) programs for younger children (ages 3-12) in school systems throughout the world. These programs have created special challenges for teachers who are nonnative English speakers (NNES). To document the…

  11. Semiotic Approach and Its Contributions to English Language Learning and Teaching

    Science.gov (United States)

    Sert, Olcay

    2006-01-01

    Semiotics is a progressing and promising discipline with its applications in many fields of study. As a bridge between semiotics and foreign language teaching (FLT), educational semiotics has started to attract attention of many scholars, English Language Teaching (ELT) instructors and teachers all over the world. It is obvious that the…

  12. Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney

    Science.gov (United States)

    Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

    2015-03-01

    Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.

  13. Corpus Linguistics, the World Wide Web, and English Language Teaching

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    Charles F. Meyer

    2006-10-01

    Full Text Available This article explores how the Web can serve as a resource for teaching modality in English to prospective teachers of ESL, EFL and ESP. The first section demonstrates how texts taken from two different registers on the Web can be used to teach epistemic modality (e.g. how modal verbs such as may and could express notions of probability and certainty. The second section explores how the Michigan Corpus of Academic Spoken English (MICASE can be searched to study deontic modality, specifically how the expressions should and might want to are used by teachers and advisors to give advice to students. The discussion demonstrates that teaching grammar is most effective when it is based on real data rather than contrived and decontextualized examples in grammar books.

  14. Learning How to Focus on Language While Teaching Mathematics to English Language Learners: A Case Study of Courtney

    Science.gov (United States)

    Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

    2015-01-01

    Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she…

  15. Empirical Study on the Integration of Native Culture in English Language Teaching for Non-English Majors in China

    OpenAIRE

    Cui-ping Han

    2012-01-01

    The study consists of surveys concerning Chinese culture in English language teaching, which reveal the insufficiency of the input of native culture, the insufficiency of the non-English majors’ ability to express Chinese culture in English and the students’ attitude toward such insufficiency. Based on the results and analysis, it explores reasons leading to this phenomenon, elaborates the necessity of integrating native culture, and offers some suggestions on English teaching practice. B...

  16. An Analysis of Spoken Language and Written Language and How They Affect English Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Bei Zhang

    2013-07-01

    Full Text Available Language plays a crucial role in the development of human society. It is the main means of communication between individuals, groups and countries. Nowadays in China, more and more people are learning English as a second language. What is the effective method of learning a foreign language becomes their chief concern. Basically speaking, four modules are involved in the process of second language acquisition. They are listening, reading, writing and speaking. In English language teaching and learning, mastering these four modules means a lot. Speaking and writing skills, as the productive modules, are usually more difficult for learners. In this essay, from the origin and functions of language, the correlation and disparities between speaking and writing skills are analyzed and possible ways of improving these two skills in second language acquisition are explored and suggested.

  17. Complete English as a Foreign Language Teach Yourself

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    Stevens, Sandra

    2010-01-01

    The best-selling complete course for a fun and effective way to learn English as a foreign language. This ISBN is for the paperback book. The corresponding audio support (ISBN: 9781444105483) is also available. The book and audio support can also be purchased as a pack (ISBN: 9781444102376).

  18. Innovation in Higher Education in China: Are Teachers Ready to Integrate ICT in English Language Teaching?

    Science.gov (United States)

    Hu, Zhiwen; McGrath, Ian

    2011-01-01

    This paper describes a study of ICT-related teacher development in the context of a national reform of College English teaching in China. The reform, in which emphasis was placed on use of information and communications technology (ICT) in classroom teaching and self-access learning, had challenged teachers of English as a foreign language to…

  19. Use of Other Languages in English Language Teaching at Tertiary Level: A Case Study on Bangladesh

    Directory of Open Access Journals (Sweden)

    Md. Golam Hoshain Mirza

    2012-07-01

    Full Text Available There has been a continuous debate over a long period over the issue of using the learner’s mother tongue in teaching the second language. We have two schools in this regard – monolingual approach and bilingual approach. Those advocating the monolingual approach have claimed that learning is determined by the quantity of exposure to the target language. On the other hand, bilingual approach focuses on the fact that learners are facilitated by the use of their mother tongue. The primary concern of this study is to find out whether Bangla is used in teaching English at tertiary level in Bangladesh and if used, in which situation and to what extent. This study has been done in a private university situated in Dhaka. The researchers have used various techniques to collect the data, the analysis of which reveals that teachers of tertiary level use Bangla in English language teaching classes in some specific situations such as explaining difficult grammatical rules, presenting new vocabulary, giving instructions, etc. and they do so in accordance to the proficiency level of the learners.

  20. English Language Teaching in Brunei: A View through a Critical Lens

    Science.gov (United States)

    Barry, Clayton

    2011-01-01

    The small sultanate of Brunei, located on the island of Borneo in the South China Sea, introduced bilingual education shortly after independence. As a consequence, Brunei's Ministry of Education outsourced much of its English language teaching requirements to qualified expatriate teachers. Despite over 25 years of systemic English language

  1. Principles and Practices for Teaching English as an International Language. ESL & Applied Linguistics Professional Series

    Science.gov (United States)

    Allsagoff, Lubna, Ed.; McKay, Sandra Lee, Ed.; Hu, Guangwei, Ed.; Renandya, Willy A., Ed.

    2012-01-01

    What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of…

  2. Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Choi, Yoonjung

    2013-01-01

    Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

  3. Sino-English Culture Difference and Teaching in Foreign Language Education

    OpenAIRE

    Shuying An

    2011-01-01

    In the foreign education, the importance of teaching of foreign culture has been widely recognized. How to teach culture in foreign language education is faced by language educators all over the world. The question is very complicated since the answer relies on our understanding of the relation between the home culture and foreign culture, the relation between language and culture. This article deals with the deep connotation of English culture. It sets forth the differences between Chinese a...

  4. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation

    OpenAIRE

    Abraham Oommen

    2012-01-01

    The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conduc...

  5. Foreign Language Teaching Reform and Improvement of College English Teaching Quality

    OpenAIRE

    Yinghao Jin; Guochen Jin

    2009-01-01

    With the development of China’s reform and opening, it is quite necessary for Chinese college students to improve their English competence, hence calling for reform in current college English teaching and strengthening practical English teaching. After analyzing the problems in China’s English teaching, this article puts forward some solutions.

  6. Moodling English Language Education

    Science.gov (United States)

    Coskun, Abdullah; Arslan, Abdullah

    2014-01-01

    This paper aims to emphasize the importance of using Moodle in foreign language learning and teaching by reviewing relevant literature and introducing a Moodle-based environment aiming to help English learners to practice their English by themselves. Firstly, the use of Moodle in education and more specifically in English Language Teaching is…

  7. Research on English Language Teaching Practice in Open Distance Learning

    Directory of Open Access Journals (Sweden)

    Yingling Gu

    2011-03-01

    Full Text Available A new stage of development for modern distance education has been entered in China. The main signs are: One of the main tasks is a Plan of Action for the revitalization on modern distance education project as the 21st century education; the project of open educational pilot has been implemented by all Radio & TV University systems. Under such an educational situation, modern distance education pilot project developed in the English undergraduate students, in March 2000 in Changji. With the guidance of CCTV and Changji People's Government, 42 of undergraduate English students were recruited at the same year in August, the school began in September. Under the modern distance educational conditions, Teachers of TVU how to teach? Students how to learn? A variety of media technology how to combine the application? Distance learning how to improve the system of support services? And so on, new problems need to be recognized and explored by the TVU educators of the long-distance educational practice for decades. Practice is needed for theoretical guidance, theory is also needed to enrich in the practice of refining. According to the combination of experimental work, Xinjiang Changji TVU is led by the Ministry of Education in Xinjiang Institute of Research Group, research and experiment of English teaching mode is being carried out.

  8. Teaching Life Sciences to English second language learners: what do teachers do?

    Scientific Electronic Library Online (English)

    Johanna G, Ferreira.

    Full Text Available South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school pha [...] se study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could use to assist English second language learners. Focus group interviews were held with Life Science teachers in an attempt to determine what the impact of teaching Life Sciences to English second language learners is and what teachers can do to assist English second language learners master concepts and terminology. The findings and recommendations of this research are reported here.

  9. Sino-English Culture Difference and Teaching in Foreign Language Education

    Directory of Open Access Journals (Sweden)

    Shuying An

    2011-07-01

    Full Text Available In the foreign education, the importance of teaching of foreign culture has been widely recognized. How to teach culture in foreign language education is faced by language educators all over the world. The question is very complicated since the answer relies on our understanding of the relation between the home culture and foreign culture, the relation between language and culture. This article deals with the deep connotation of English culture. It sets forth the differences between Chinese and English culture in such aspects as attitudes to compliments and business activities. It also concerns several options for the teaching of foreign culture in language programmes. As a conclusion, it points out that the English teachers in China should focus on cultivating the students’ cultural creativity in foreign language education.

  10. Genre-Based Language Teaching Approach & University English Teaching for Different Majors

    Directory of Open Access Journals (Sweden)

    Dong YANG

    2007-12-01

    Full Text Available Through the introduction and comparative analysis on the Grammar Translation Method and Communicative Approach, the present paper proposes that under the current Chinese educational circumstances, the two methods should be localized in order to adjust to the characteristics of Chinese college English classroom teaching. By combination and further perfection, the Grammar Translation Method and Communicative Approach can serve as college English classroom teaching methods with outstanding Chinese characteristics, which enable the students to improve their language competence and communicative competence, thus the transfer from teacher-centeredness and student-centeredness to learning-centeredness can be achieved.
    Key words: The Grammar Translation Method, The Communicative Approach, College English Classroom Teaching
    Résumé: A travers la présentation et la comparaison de la traduction grammaticale et de la communication, le présent article propose qu’il faut contextualiser ces deux méthodes pour les adapter à l’E/A de l’anglais universitaire chinois et aux étudiants chinois tout en accentuant la caractéristique chinoise. Ces deux méthodes, après la combinaison, le greffage, l’amélioration, pourraient devenir la méthodologie d’E/A de l’anglais universitaire à la chinoise, qui contribuera à élever le niveau linguistique et communicatif des étudiants et à réaliser la transition du centrage sur l’enseignant et l’étudiant au centrage sur l’étude.
    Mots-clés: traduction grammaticale, communication, E/A de l’anglais universitaire
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  11. An Evaluative Study of Some Online Websites for Learning and Teaching English as a Foreign Language

    Science.gov (United States)

    Aly, Mahsoub Abdul-Sadeq

    2008-01-01

    Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and…

  12. The intercultural dimension in language teaching: perspectives from the teaching of English and French

    Directory of Open Access Journals (Sweden)

    George Androulakis

    2011-02-01

    Full Text Available The twin Masters programmes offered by the Hellenic Open University (HOU in Teaching English and French as Foreign Languages share many characteristics. For example, they address the continuing development of teachers whose professional home is located in foreign language education in the shared socio-cultural Greek context. However, as well as sharing some similarities, each programme has its own particularities regarding the content and ways of exploring it. For those who collaborated in the development of these programmes, such particularities and similarities stimulated an ongoing concern with the appropriacy of the emerging approaches on each programme. In this article, we explore the theme of appropriate methodology with a particular focus on the module on each programme which addresses the intercultural dimension of language teaching. These explorations identify some of the particularities and similarities in this topic area. They also enable us to speculate about the broader theme of appropriate methodology as it applies to these two programmes and their similar spheres of professional practice.

  13. A Research on Second Language Acquisition and College English Teaching

    OpenAIRE

    Changyu Li

    2009-01-01

    It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition researc...

  14. Internet-Assisted Technologies for English Language Teaching in Turkish Universities

    Science.gov (United States)

    Celik, Serkan

    2013-01-01

    Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL…

  15. Learning about Teaching English Language Learners through Case Studies of the Inquiry of Exemplary New Teachers

    Science.gov (United States)

    Merino, Barbara J.; Dixon, Kathleen S.

    2010-01-01

    Studies of teacher quality have tended to either ignore or underplay the importance of teachers' competence in teaching academic language and literacies (AL) to all learners, but especially English language learners (ELLs). One critical issue is that the construct of AL is still a subject of intense debate among scholars. Therefore, teachers must…

  16. Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature

    Directory of Open Access Journals (Sweden)

    mustafa naci kayao?lu

    2013-07-01

    Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the ELTdepartment were found to be highly concerned about technology, their counterparts studying at the langauge and literature department were not interested in the issue. The study also reveals that despite EIL’s large space in the literature (Cogo, 2012; Sowden, 2012, it was not found as a major concern for the prospective teachers. Methodology was also the least rated concern for the prospective teachers at both departments on the contrary to the well-accepted literature.

  17. Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature

    Directory of Open Access Journals (Sweden)

    mustafa naci kayao?lu

    2013-06-01

    Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the ELTdepartment were found to be highly concerned about technology, their counterparts studying at the langauge and literature department were not interested in the issue. The study also reveals that despite EIL’s large space in the literature (Cogo, 2012; Sowden, 2012, it was not found as a major concern for the prospective teachers. Methodology was also the least rated concern for the prospective teachers at both departments on the contrary to the well-accepted literature.

  18. The Impact of Using Technology in Teaching English as a Second Language

    Directory of Open Access Journals (Sweden)

    Bassma Basheer Nomass

    2013-01-01

    Full Text Available This paper aims to highlight the role of using modern technology in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Among these techniques are online English language learning web sites, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video-clips. A case study has been done to appreciate the response of typical English language classroom students for using technology in the learning process. Upon this practical study, the paper diagnoses the drawbacks and limitations of the current conventional English language learning tools, and concludes with certain suggestions and recommendations.

  19. English Language Teaching at Expenses of Thai Language Teaching for Urban Refugee Language Learners in Thailand: Social Inequalities Related to What Languages to Teach

    OpenAIRE

    Hugo Yu-Hsiu Lee

    2011-01-01

    This inquiry on young refugee language learners presents findings that have been yielded from an empirical study and conducted over a period of 8 months in Thailand. This study took an angle in multidisciplinary fields of language teaching by examining socio-economic inequalities occurred to urban refugee children and adolescents resulted from their formal schooling interruption as closely in relation to what languages are taught in their humanitarian based language learning programs. A centr...

  20. Teaching medical English to foreign-language doctors.

    Science.gov (United States)

    Fox, C H; Meijer, F

    1980-09-01

    Acquisition of an advanced medical degree beyond licensure and specialization is advantageous and encouraged in Swedish medical education. Since a thesis and a number of published works, usually in English are required, there is considerable interest in medical writing by doctors and medical scientists. A voluntary course in 'Biomedical Authorship' which included presentation of oral reports was offered by the Karolinska Institutes' Medical Faculty. This course was intended to prepare participants for their thesis work and for presentations at scientific congresses. The course revealed that the principle difficulty was not in English skills which were rather good, but in the students' inexperience in critically rereading what they had written and making suitable revisions. A case study method was used so that students acquired experience in critically reading and correcting their own work and that of others. An instructor who understood the evolution of academic Swedish was of considerable help in explaining some of the 'Swenglishisms' that arose during the course. The oral presentation portion, which used videotapes of students, showed the students as lacking experience in basic public speaking and as frequently being apprehensive. This was much improved by taped poetry readings, scientific reports and slide shows. This Swedish experience should apply to teaching biomedical writing in the other Scandinavian countries and in Northern Europe. PMID:7432214

  1. The Effect of Teaching English Phonotactics on the Lexical Segmentation of English as a Foreign Language

    Science.gov (United States)

    Al-jasser, Faisal

    2008-01-01

    This paper reports on an intervention study which investigated the effect of teaching English phonotactics upon Arabic speakers' lexical segmentation of running speech in English. The study involved a native English-speaking group (N = 12), a non-native control group (N = 20); and a non-native experimental group (N = 20). Each group was pre-tested…

  2. “To put language into their souls” : a look at traditional language-based methods and content–based instruction in teaching English

    OpenAIRE

    Brynhildur Veigarsdóttir

    2009-01-01

    The focus of this thesis is to take a look at traditional language - based methods and content-based instruction in teaching English. To get a better picture of how the content-based language instruction works, I observed an English teacher at a middle school in Cincinnati, Ohio. The teacher teaches language arts and modified social studies to students who have English as their second language. My research question is “How is traditional language-based teaching different from content-based ...

  3. Teaching grammar, structure and meaning exploring theory and practice for post-16 English language teachers

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    Giovanelli, Marcello

    2014-01-01

    Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains:· an evaluation of current approaches to the teaching of grammar and linguistic form· a revised pedagogy based on principles from cognitive sci

  4. English Teaching Profile: Algeria.

    Science.gov (United States)

    British Council, London (England). English Language and Literature Div.

    A survey of the status and use of the English language in Algeria is presented. The following topics are outlined: (1) the role of English as a third language, (2) its place within the educational system at all levels and in each graduate institution, (3) the status of British expatriates teaching English in Algeria and of Algerian teachers of…

  5. The Cognitive Study of Metaphor and its Application in English Language Teaching

    OpenAIRE

    Hong-mei SUN

    2010-01-01

    Metaphor in cognitive linguistics is not only a rhetorical device, but an important mental facility and cognitive instrument. Metaphors provide people a new perspective of perceiving the world and the application of cognitive theories of metaphor creates a new field of research to English teaching. After a brief analysis of the cognitive view on metaphor, this paper mainly focuses on how to apply the cognitive theories of metaphor to English language teaching.
    Key wor...

  6. The Physical and Technical Characteristics of English Language Teaching Courseware in Malaysia

    OpenAIRE

    Jayakaran Mukundan; Vahid Nimehchisalem; Sima Sayadian

    2012-01-01

    The present paper reports the findings of a study that investigated the physical and technical characteristics of the English language teaching courseware in Malaysia. A randomly selected group of English language teachers in Malaysia (n=200) were surveyed to evaluate the courseware. SPSS (18.0) was applied to analyze the data. The results showed that the teachers consider the technical and physical characteristics of the courseware (its technological sophistication and user-friendliness amon...

  7. Content-based Instruction in the Teaching of English as a Foreign Language

    OpenAIRE

    Tsiplakides Iakovos; Fragoulis Iosif; Keramida Areti

    2011-01-01

    Content-based instruction has gained widespread popularity in second and foreign language teaching. However, despite its reported benefits, many English teachers do not fully exploit its content and language learning benefits. In addition, there are relatively few studies which provide a theoretical foundation for content-based instruction and offer practical suggestions for its integration in EFL settings.This article aims to link theory to practice, and to help English teachers maximize the...

  8. THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Angela Strelchonok

    2013-10-01

    Full Text Available The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

  9. The native-speaker fever in English language teaching (ELT: Pitting pedagogical competence against historical origin

    Directory of Open Access Journals (Sweden)

    Anchimbe, Eric A.

    2006-01-01

    Full Text Available This paper discusses English language teaching (ELT around the world, and argues that as a profession, it should emphasise pedagogical competence rather than native-speaker requirement in the recruitment of teachers in English as a foreign language (EFL and English as a second language (ESL contexts. It establishes that being a native speaker does not make one automatically a competent speaker or, of that matter, a competent teacher of the language. It observes that on many grounds, including physical, sociocultural, technological and economic changes in the world as well as the status of English as official and national language in many post-colonial regions, the distinction between native and non-native speakers is no longer valid.

  10. Challenges of Employing E-Learning for Teaching Language: A Case of Teaching English in Iran

    Science.gov (United States)

    Alizadeh, Iman

    2012-01-01

    The whole thrust of this study was to delve into some of the pedagogical and practical challenges intimately related to employing e-learning for teaching language. To this aim, 30 language learners targeted as the subjects of the study were randomly assigned into experimental and control groups after administering a pretest. One the one hand, the…

  11. Framing teaching and teachers? National board English language arts certification in the US.

    Directory of Open Access Journals (Sweden)

    Delandshere, G.

    2001-01-01

    Full Text Available In this paper we examine how professional teaching standards, their assessment machinery, and the ideas of authority, expertise, and certainty they represent, regulate teaching knowledge in ways that keep teachers from engaging in the intellectual work necessary for the development of new understanding about teaching. To examine the tenability of this assertion, we consider the case of the National Board for Professional Teaching Standards and the assessment it has put in place in the U.S. for the purpose of awarding national board certification to accomplished teachers. We chose, as a specific example, the Early Adolescence/English Language Arts standards and assessment which were developed for the national certification of English teachers who teach students ages 11–15. We first locate the assessment process and activities within the broader context of the standards-based reform in the US. We then examine the assessment requirements for English teachers and the representations of English language arts teaching these contain through an analysis of the practice activities recommended by the board, the actual assessment tasks, and the scoring system and rubrics used to evaluate the performance. Finally, as the standards and the assessment process were explicitly designed to improve teaching, we consider issues relevant to teachers’ autonomy and the subtle and not so subtle ways in which the assessment imposes a frame on teachers’ thinking and understanding of their work.

  12. UNDERSTANDING THE REASONS BEHIND CHOOSING TO TEACH ENGLISH AS A FOREIGN LANGUAGE

    OpenAIRE

    Erten, I?smail Hakk?

    2014-01-01

    This study reports on findings from an investigation into the reasons for year 1 students from the English Language Teaching Department at Çanakkale Onsekiz Mart University, Turkey, for choosing teaching as a field of study and future career. A questionnaire comprising of open-ended questions was employed to decipher the reasons of 96 participants. Content analysis of the emergent data revealed 20 reasons which were broadly categorized as intrinsic, extrinsic, and altruistic....

  13. English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity

    Directory of Open Access Journals (Sweden)

    M. Marcellino

    2006-01-01

    Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students’ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country’s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students’ cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers’ performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

  14. English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity

    Directory of Open Access Journals (Sweden)

    M. Marcellino

    2008-01-01

    Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country.  Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition.  Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions.  This study offers some practical suggestions to cope with those problems.

  15. Using English Language to Teach ICT Courses in Selected Malaysian Secondary Schools

    Directory of Open Access Journals (Sweden)

    Zaenab S. Abdul Majeed

    2012-05-01

    Full Text Available This study is aimed to investigate the situation of Information and Communications Technology (ICT course taught in English language in secondary schools in Pahang, Malaysia. From a social point of view the study examines teachers’ attitude towards and applications of computer to further reveal the chances of their use of English language in the classroom. The objective data is collected from school teachers by using questionnaires and interviews. The data analysis is conducted through T-test the statistic results show that a good master of computer skills, a good knowledge of English language, more vitally, a clear awareness of the importance from the perspective of teachers, facilitate the teaching of computers in English language in the classroom. Thus, it suggests that in order to successfully integrate computers in education, the education system needs to be changed or to be adjusted accordingly.

  16. THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

    OpenAIRE

    Angela Strelchonok; Iveta Ludviga

    2013-01-01

    The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic...

  17. CRITICAL THINKING SKILLS AND MEANING IN ENGLISH LANGUAGE TEACHING

    OpenAIRE

    Harits Masduqi

    2011-01-01

    Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students’ English competence. Students’ critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities stimulating students’ thinking process and meaning negotiation. Yet, the realization might be counter-productive if they are applied without ca...

  18. A Critical Reading of Multiculturalism in English Language Teaching and Learning

    Science.gov (United States)

    Zhao, Ning

    2008-01-01

    Multiculturalism becomes the buzzword in educational fields. The implication of multiculturalism is critically examined to appreciate its relevance to English language teaching. Critical multiculturalism is advocated whereby L2 learners need to examine how social and historical discourses construct their identities and have a critical reflection…

  19. A Passage from Linguistics to English Language Teaching: Students' Experiences and Expectations

    Science.gov (United States)

    Ogeyik, Muhlise Cosgun

    2010-01-01

    Linguistic courses in ELT (English Language Teaching) departments, in some ways, may create obstacles due to their firm theoretical framework. Therefore, this study is concerned with the main problems for the students taking linguistic courses in ELT Department at Trakya University in Turkey. The purpose of the study is to investigate the…

  20. Successful Strategies for Teaching Reading to Middle Grades English Language Learners

    Science.gov (United States)

    Bolos, Nicole

    2012-01-01

    The author reviews exemplary strategies for teaching reading to middle grades English language learners (ELLs) derived from 21 peer-reviewed journal articles and professional books. The author presents an in-depth look at three successful categories of reading strategies: interactive read-alouds to model fluent reading and engage learners, the…

  1. Embedding Digital Literacies in English Language Teaching: Students' Digital Video Projects as Multimodal Ensembles

    Science.gov (United States)

    Hafner, Christoph A.

    2014-01-01

    As a result of recent developments in digital technologies, new genres as well as new contexts for communication are emerging. In view of these developments, this article argues that the scope of English language teaching be expanded beyond the traditional focus on speech and writing to the production of multimodal ensembles, drawing on a range of…

  2. Chinese Teaching English as a Foreign Language (TEFL) Academics' Perceptions about Research in a Transitional Culture

    Science.gov (United States)

    Bai, Li; Millwater, Jan; Hudson, Peter

    2012-01-01

    Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study…

  3. Ecolinguistic approach to foreign language teaching on the example of English

    OpenAIRE

    Wiertlewska, Janina

    2011-01-01

    The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.

  4. Teaching in a Language Other Than English: The Immersion Approach.

    Science.gov (United States)

    Fortin, Normand

    A handbook for teachers and administrators of second language programs in Alberta's schools suggests principles and guidelines for planning, developing, implementing, and evaluating full or partial immersion programs, focusing on the framework for program planning and implementation, information for developing realistic program expectations, and…

  5. Genre-Based Language Teaching Approach & University English Teaching for Different Majors

    OpenAIRE

    Dong YANG

    2007-01-01

    Through the introduction and comparative analysis on the Grammar Translation Method and Communicative Approach, the present paper proposes that under the current Chinese educational circumstances, the two methods should be localized in order to adjust to the characteristics of Chinese college English classroom teaching. By combination and further perfection, the Grammar Translation Method and Communicative Approach can serve as college English classroom teaching methods with outstanding Chine...

  6. Student Experiences of English Language Training: A Comparison of Teaching in UK and Chinese Contexts

    Directory of Open Access Journals (Sweden)

    Fang Wang

    2009-08-01

    Full Text Available The UK, with its obvious advantages such as a good range of universities offering many different courses, and the opportunity to increase competence in English usage, has become one of the most popular countries for Chinese students. However, Chinese students who want to come to the universities in the UK to study have to meet the entry requirements of English language. So, both in the UK and China, various English language training centers appeared to provide similar English training courses to help international students to improve their English in order to meet the entry requirements of the universities in a short time. This research is conducted in this area to compare the English training programs between these two countries to analyze the advantages and disadvantages of these two types of programs in order to help the educators in this area to improve the effective teaching of the English training course.

  7. Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

    OpenAIRE

    Devimeenakshi. K.; Baby Maheswari, C. N.

    2012-01-01

    The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and pa...

  8. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation

    Directory of Open Access Journals (Sweden)

    Abraham Oommen

    2012-10-01

    Full Text Available The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conducted in a class consisting of 50 learners of Preparatory Year English Programme at Jazan University, Saudi Arabia. The results showed that learners preferred PowerPoint Presentations over traditional methods of lecture delivery and had positive attitudes towards PowerPoint presentations and lecturers who use them in their lessons. The result of this study conforms to previous studies to find the efficacy of PowerPoint presentations in university classroom instruction.

  9. Learn and Unlearn: Drama as an Effective Tool in Teaching English Language and Communication

    Directory of Open Access Journals (Sweden)

    Shibani Banerjee

    2014-03-01

    Full Text Available It is argued that learning the importance of positive reinforcement and unlearning the de-motivating and unfruitful experiences of one’s life can help students cope up with the existing inhibition about learning a foreign language and, in turn, can motivate them to do something productive and creative. In this respect, the role of drama, in EFL classroom, has been debated and recommended for achieving the intended effects. However, it has also been suggested that the motive of teaching a foreign language like English, through drama, is not to make the young learners professionals in acting but to provide an aid to learn and rehearse the language in its given framework. Exploring such arguments in support of the use of drama in EFL classroom, the present paper highlights the benefits of using drama as a teaching methodology so as to help the students in speaking in English and help them think ‘out of the box’. The practical application of the language in real-life situations is also suggested and recommended based upon the findings of the study. As the use of drama, in EFL classroom, has many benefits for EFL learners, attempt has also been made to investigate, discuss and explore different techniques and methods through which drama can be successfully introduced and incorporated in the foreign language classrooms for effective, motivating and interesting teaching and learning.

  10. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca

    Directory of Open Access Journals (Sweden)

    Mansfield Gillian

    2012-04-01

    Full Text Available

    The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.

     

    Debido a los procesos de globalización, la función del inglés como herramienta internacional o como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global. En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés chino y llevando a cabo actividades sencillas de concordancias.

  11. English in Africa: A Guide to the Teaching of English as a Second Language with Particular Reference to the Post-Primary School Stages.

    Science.gov (United States)

    McGregor, G. P.

    This UNESCO source book concerns the development of the teaching of English as the language of instruction in English-speaking Africa with particular attention to the problems of the secondary school course. It is intended primarily for African educators in senior positions who have not had a chance to receive formal training in teaching English

  12. Language of Instruction vs. Instructed Language. : A Systematic Review of Research of What Language to Use in the Teaching of English as a Second/Foreign Language.

    OpenAIRE

    Serone, Luisiana

    2013-01-01

    The aim of the current thesis is to investigate the role of the students’ first language in English as a second language teaching by means of a review of articles written on the topic between 1990 and 2013. It will identify the importance of using the L1 during the L2/FL learning and teaching process from both students’ and teachers’ perspective and it will then compare them. It will outline the reasons, the strategies and the advantages coming from using students’ mother tongue as a ...

  13. English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity

    OpenAIRE

    Marcellino, M.

    2008-01-01

    The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students’ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. Engli...

  14. Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language

    OpenAIRE

    Porras González Nohora Inés

    2010-01-01

    This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional Bucaramanga. During the research process the student-teachers were required to plan the course syllabus, create their own stories according to the c...

  15. PODCASTING TO PROVIDE TEACHING AND LEARNING SUPPORT FOR AN UNDERGRADUATE MODULE ON ENGLISH LANGUAGE AND COMMUNICATION

    OpenAIRE

    Palitha EDIRISINGHA,; Chiara RIZZI, CEPaD; Nie, Ming; Libby ROTHWELL

    2007-01-01

    ABSTRACTThis paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students’ learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through...

  16. EFL Teachers’ Beliefs toward Using Computer Technology in English Language Teaching

    OpenAIRE

    Abbas Pourhosein Gilakjani

    2012-01-01

    Computers have made many of our everyday tasks easier and faster and made our society more productive. Some important variables such as the classroom teacher and the teacher’s beliefs towards the effective uses of computers have been overlooked in EFL classrooms. The impact of teachers’ beliefs on classroom instruction specifically in English Language Teaching (ELT) has been paid enough attention by previous researchers, but little research has been conducted to establish a simil...

  17. Teachers’ views on primary school English language teaching curriculum for the 4th grade

    OpenAIRE

    Hümset Seçkin

    2011-01-01

    This study investigates teachers’ views on primary school English language teaching curriculum for the 4th grade. For this aim, objectives, content, activities, materials and equipment and assessment which are the basic components of the curriculum are taken as the criterion. Besides this, the study investigates teachers’ level of information about the curriculum, the difficulties that were experienced by teachers in implementing the curriculum, the strengths and weaknesses of the curric...

  18. Teacher education for teaching English as a foreign language to children in Japan

    OpenAIRE

    Sato, Yoshifumi

    2006-01-01

    The Course of Study which was introduced in Japanese elementary schools in 2002 prescribed English as a foreign language (EFL) activities as a part of international understanding in the "Period of Integrated Study". By 2008, EFL will be a required subject in Japanese elementary schools. This thesis discusses some of context and methodology that will be needed to train in-service teachers at Japanese elementary schools so that they will be able to teach EFL despite overwhelming difficulties. J...

  19. Teaching English Through Literature

    Directory of Open Access Journals (Sweden)

    Murat Hi?mano?lu

    2005-04-01

    Full Text Available This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking and language areas (i.e. vocabulary,grammar and pronunciation in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’ using andselecting literary texts. Moreover, literature and the teaching of language skills, benefits of differentgenres of literature (i.e. poetry, short fiction, drama and novel to language teaching and some problemsencountered by language teachers within the area of teaching English through literature (i.e. lack ofpreparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectivesdefining the role of literature in ESL / EFL, language teachers’ not having the background and trainingin literature, lack of pedagogically-designed appropriate materials that can be used by language teachersin a classroom context are taken into account.

  20. Challenges Faced and the Strategies Adopted by a Malaysian English Language Teacher during Teaching Practice

    Directory of Open Access Journals (Sweden)

    Muhammad Kamarul Kabilan

    2008-06-01

    Full Text Available In this paper, the reflections on distinct and crucial teaching practices of a pre-service English language teacher are presented and examined. The focus of this paper is on three aspects of class teaching that the teacher found presented a challenge during her teaching practice. For each aspect, the nature of the difficulties and the challenges are described and deciphered. In addition, various strategies that the teacher explored and experimented in order to meet those challenges are outlined and elucidated in terms of their effectiveness. This process is interwoven with the nurturing of pedagogical knowledge of the teacher, which is developed from her reflective practices. This paper also highlights some of the teacher’s plans and thoughts on dealing with those challenges in the future. Implications for teaching practice are also discussed.

  1. Computers in the Teaching of English as a Foreign Language: Access to the Diversity of Textual Genres and Language Skills

    Science.gov (United States)

    Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

    In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of information and communication technologies in the education and professional practice of English teachers in Brazil in the context of the 21st century.

  2. Angles on the English-Speaking World : English in Denmark; Language Policy, Internationalization and University teaching

    DEFF Research Database (Denmark)

    2009-01-01

    Volume 9 takes up the questions – national, sociolinguistic, strategic, economic and educational – which arise in relation to the increasing use of English alongside national or vernacular languages, focusing on its use as the language of instruction in Danish Universities. Inevitably, this also makes globalization a theme of this issue. The dilemmas of the universities, however, have a special character within this wider issue, partly because they are in the frontline of globalization processes, and partly because they are regarded as having new and enhanced social significance in the post-industrial society. In addition to the academic articles in this issue there is a series of ‘position statements’ written by some of the major participants in the Danish debate on language policy in the universities. They were invited to state in about 500 words their essential views on the theme. Their contributions give some of the flavor of the argument that has been going on with increasing intensity in Denmark for the past ten years.

  3. Use of project activity in integrated teaching of the English and Kazakh languages to students of economics faculty

    Directory of Open Access Journals (Sweden)

    Gulnara Moldakhmetova

    2009-10-01

    Full Text Available In the work we gave the definition of the project activity and considered the use of the project activity in the integrated teaching of the English and Kazakh languages to students of the faculty of economics.

  4. A Contrastive Study on Transitional Markers in English Language Teaching Research Articles Written by English and Persian Academic Writers

    Directory of Open Access Journals (Sweden)

    Mansooreh Elahi

    2013-07-01

    Full Text Available The present study attempted to work on the distributions of the Transitional Markers in a corpus of thirty articles related to the discipline of English Language Teaching. All of the articles are written in English, fifteen by academic writers who are native speakers of English and the other fifteen by Persian academic writers. Using descriptive statistics, it was revealed that the Transitional Markers belonging to the categories of contrast and purpose were more used by native writers and Transitional Markers belonging to the category of comparison & similarity were used almost equally by both groups of writers. Transitional Markers belonging to the categories of addition, time, result, place, example and summary & emphasis were more used in the ELT articles written by Persian article writers. Moreover, using inferential statistics, it was indicated that a significant difference exist between the uses of the Transitional Markers in the two groups of the articles.

  5. English Language Teaching: The Reflective Practices of an Oral Communication Class

    Directory of Open Access Journals (Sweden)

    Jowati Juhary

    2014-03-01

    Full Text Available Malaysia has come to a point where second and third languages become part of the requirements to be employed especially in the multinational and international companies. After gaining its Independence, English becomes the second language in Malaysia, and Bahasa Melayu is recognised as the official language of the country. This move has greatly impacted the education sector in Malaysia, and one of the challenges is that younger generation lacks English language competency. This can be supported by some recent surveys about employability of Malaysian graduates, in that one of the issues which hinders graduates to secure jobs is the inability to converse in English (see Mohamed Khaled Nordin, 2009; Noor Azina Ismail, 2011. Therefore, this article aims to examine the teaching and learning strategies and assessments for an oral communication course at the Defence University in Malaysia. At the same time, this article attempts to provide a basis for Continual Quality Improvement (CQI for the course.The findings of this article are a series of reflective practices, observed and experienced by the author. These reflective practices can be used for further improvements and future references of the course.

  6. Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition

    Directory of Open Access Journals (Sweden)

    Ai-min ZOU

    2007-06-01

    Full Text Available The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore? learners will leap forward from their cognitive level.
    Key words: cognition, coherence of theme and rheme, English language teaching
    Résumé: La cohésion réitérative thème/rhème dans le texte est un moyen important pour réaliser la cohésion et la cohérence du texte. C’est justement ces moyens de cohésion qui permettent de réaliser la progression thème/rhème et de composer ainsi un texte cohérent. L’application du mécanisme cohésif de thème/rhème dans l’enseignement textuel de l’anglais permet de montrer sa fonction comme outil textuel, de fournir un fil de pensée clair pour la rédaction et la lecture en anglais et d’approfondir ainsi la cognition des apprenant sur l’anglais.
    Mots-clés: cognition, cohésion thème/rhème, enseignement textuel
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  7. EFL Teachers’ Beliefs toward Using Computer Technology in English Language Teaching

    Directory of Open Access Journals (Sweden)

    Abbas Pourhosein Gilakjani

    2012-02-01

    Full Text Available

    Computers have made many of our everyday tasks easier and faster and made our society more productive. Some important variables such as the classroom teacher and the teacher’s beliefs towards the effective uses of computers have been overlooked in EFL classrooms. The impact of teachers’ beliefs on classroom instruction specifically in English Language Teaching (ELT has been paid enough attention by previous researchers, but little research has been conducted to establish a similar relation between teachers’ beliefs and uses of computer technology. The goals this paper are to define teacher beliefs, explain the process of forming beliefs, discuss the relationship between beliefs and integration of computer technology, review teachers’ beliefs and computer knowledge, elaborate teachers’ beliefs and computer technology training, examine Technology Acceptance Model (TAM, and state the contribution of computer technology to English language teaching. It is expected that by gaining a better understanding of knowledge of EFL teachers’ beliefs about teaching, learning, and computers, we might gain a greater understanding for why more EFL teachers aren’t using computer technology in their EFL instruction.

  8. Culture Differences and English Teaching

    OpenAIRE

    Jin Wang

    2011-01-01

    Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important part in language teaching, which is widely acknowledged by English teaching circle. This thesis depicts the relationship between culture and language....

  9. Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills

    Directory of Open Access Journals (Sweden)

    Chunyan He

    2013-05-01

    Full Text Available With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of Geosciences (Beijing (CUGB. The purpose of this paper is to provide experimental evidence about whether NALT Model can enhance undergraduate English skills more effectively than the traditional teaching model. In this study, an experimental study is conducted to get the data (students’ exam scores from experimental group and control group. Then a comparison method is utilized to analyze the experiment data that is the final examinations of every semester from the fall semester of 2005 to the fall semester of 2006 at CUGB. The results of a separate independent t-test demonstrate significant differences between experimental and control groups in mid-test and post-test with SPSS 11.5. Then a graphical model  Plane Analysis Model (Li & Xie, 1994 is used to analyze the statistical characteristics of both groups’ scores. The results show that the whole distribution of the experimental group’s scores in the post-test is totally in the best state. Above study results indicate NALT model is indeed more effective than the traditional classroom teaching model in improving undergraduate English skills. This study contributes to the better realization of the effect of NALT model, and urges researchers to deepen the study of this field in future.

  10. The impact of guided reflective practice on the teaching of English as a foreign language in higher education in Cyprus

    OpenAIRE

    Christodoulou, Niki

    2013-01-01

    The present thesis is an in-depth examination of the potential of facilitating reflective practice in the educational world of Teaching English as a Foreign Language in Higher Education. More specifically, the current thesis investigates the impact of Guided Reflective Practice on the practice of five university teachers of English as a Foreign Language in Cyprus. Although language research increasingly acknowledges the importance of reflection in excavating the personal, individual and em...

  11. The (potential impact of Mentoring on English language teaching in Chile at school level

    Directory of Open Access Journals (Sweden)

    Mauricio Veliz Campos

    2007-01-01

    Full Text Available This article briefly surveys the various uses of the newfangled term Mentor and its recent application(s in the realm of English language teaching.lt also presents successful experiences of mentoring programmes in the light of the needs of the Chilean education system.El presente artículo revisa los diversos del novedoso término Mentor y las aplicaciones recientes en el ámbito de la enseñanza del inglés. Presenta, además, algunas experiencias exitosas de programas de Mentoría a la luz de las necesidades del sistema de educacional chileno.

  12. Teaching English Grammar Through Games

    OpenAIRE

    Nguyen Thi Minh Doan; Luu Trong Tuan

    2010-01-01

    This paper sought to review the literature on teaching English grammar encompassing an overview of grammar definitions and teaching grammar approaches, as well as definitions of games, classifications of games, the influence of using games on the language learners’ performance. Prior researches on teaching English grammar through games have also been examined.
    Key words: English grammar; grammar teaching approach; game; technology

  13. Investigation of E-learning Acceptance in Teaching English Language Based on TAM Model

    Directory of Open Access Journals (Sweden)

    Farnaz Vali Moghaddam Zanjani

    2012-12-01

    Full Text Available Electronic education and learning is one of accomplishments of mankind which has affected the world tremendously. Since 1990 advancement in technology has led to increasing integrity of electronic-learning courses and also language learning courses. The objective of this study is to examine acceptance of e-learning technology carried out by English teachers and students based on technology acceptance model (TAM. In order to achieve the objective of the research, the researcher has employed descriptive-survey method and also questionnaire and interview with English students and teachers who constitute population of the research. To test the hypotheses of the research, the researcher has employed Pearson correlation test along with SPSS software. The results of the research indicate lack of Perceived ease use and Perceived usefulness of e-learning technology in teaching English.

  14. Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

    Scientific Electronic Library Online (English)

    Sandra du, Plessis; Brenda, Louw.

    2008-02-01

    Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts whic [...] h did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD) and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These participants expressed a need for knowledge and support.

  15. Achieving the Impossible? Teaching Practice Component of a Pre-Service Distance English Language Teacher Training Program in Turkey

    Science.gov (United States)

    Kecik, Ilknur; Aydin, Belgin

    2011-01-01

    The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskisehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice…

  16. Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues & Answers. REL 2012-No. 122

    Science.gov (United States)

    Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

    2012-01-01

    This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

  17. Using Original Methods in Teaching English Language to Foreign Students (Chinese in Indian Classroom

    Directory of Open Access Journals (Sweden)

    Devimeenakshi. K.

    2012-07-01

    Full Text Available The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and passages, to read the comprehension passages and answer the questions, and to coach basic grammar and revising it. More over, beginners were also guided to learn technical words related to their respective disciplines (major subjects other than English words. For example, Chinese students posed a query to the faculty to explain on technical words and terms of their main subjects in English, for instance, B.Sc Computer Science (under graduate programme students wished to learn about the word data. Since, the English Oxford Dictionary meaning is ‘facts or statistics used for reference or analysis’, but in the field of Computer Science, the word means “information processed by a computer”. So, there arouse a need to help them in distinguishing the different meanings of the word. In addition to, many students were not familiar with English. Thus through the above said way of facilitating, they acquired a good knowledge by varied types of expressions to master their particular subjects. It was a moment to state that they had come from China to India to obtain the nuances of English language. They undertook and were gradually expertised at specific courses in English medium of instruction, perhaps to get degree. Teacher’s a few lesson plans (how the practices are conducted in listening, reading and writing skills as well as some parts in allotted syllabus (listening to songs, passages, writing a paragraph and essay, picture-story writing and write about yourself, reading the passage and writing were discussed in the current paper. Role of the teacher and student were explained in detail. Therefore, the abstract would portray how the beginners were trained, taught, convinced, persuaded and managed by a tutor to reach the goal of English language teaching to Chinese students.

  18. On Differences between General English Teaching and Business English Teaching

    OpenAIRE

    Wenzhong Zhu; Fang Liao

    2008-01-01

    With the accelerating rate of globalization, business exchanges are carried out cross the border, as a result there is a growing demand for talents professional both in English and Business. We can see that at present Business English courses are offered by many language schools in the aim of meeting the need for Business English talent. Many researchers argue that no differences can be defined between Business English teaching and General English teaching. However, this paper concludes that ...

  19. Teaching more than english? : Gender roles in english language textbooks / Jeannine Richards

    Index Scriptorium Estoniae

    Richards, Jeannine

    2002-01-01

    Artiklis analüüsitakse soorolle inglise keele õpikutes "TipTop 5. Student's book" (S. Rixon, J. Moates. London; Basingstoke: Macmillan. Tallinn: Koolibri, 1996) ja "English Step 5" (I. Sotter, L. Vahtra. Tallinn: Koolibri, 1997)

  20. English Language Teaching and Learning during Holiday Camps: A Case Study from Malaysia

    OpenAIRE

    Ria Hanewald

    2013-01-01

    Language holiday camps for children or adolescents who are learners of a second or additional language are a world-wide phenomenon. They are particularly popular in the USA, Canada and Britain for languages such as French, German and Spanish. Youth camps (also called summer camps) during the European school holidays to learn English or other languages have also enjoyed a long tradition. In Malaysia, English language holiday camps are prolific and have been running since the 1940s. With such p...

  1. How do you say 'imperialism'? The English language teaching industry and the culture of imperialism in South Korea

    OpenAIRE

    Prey, Robert

    2005-01-01

    Foreign language acquisition provides a fascinating angle from which to analyze the nature and evolving dynamics of global transformation. This thesis examines the emergence and stratospheric growth of the English Language Teaching (ELT) industry in South Korea in the context of ongoing debates over the continued relevancy of theories of cultural imperialism. A case study of the Korean conglomerate YBMISi-sa, the overwhelming leader in the Korean ELT and English publishing industry, serves as...

  2. BRAULIO’S STORY: ETHNOGRAPHY, ENGLISH LANGUAGE TEACHING, AND LITERARY ANALYSIS

    Directory of Open Access Journals (Sweden)

    Clemente, Angeles

    2011-05-01

    Full Text Available This article analyzes an ethnographic encounter involving the personal narrative of Braulio, a graduate of the Bachelor of Arts program in Teaching English to Speakers of Other Languages (TESOL of the public state university of Oaxaca, Mexico. In his personal narrative, Braulio becomes empowered as an English teacher while also being cast into such diverse roles as a businessman of a chocolate factory, an English translator for the APPO social movement, and an interrogator for the state police. The analysis of the narrative is realized through the lens of a postcolonial literary perspective based on the literary tools of plot, point of view, and characterization. The resultant crossover treatment of literary analysis, ethnography, and TESOL not only locates Braulio’s narrative within a postcolonial context but also allows the researchers to be co-performers in the narrative act. This leads both Braulio and the researchers to a critical reflection on the everyday practice of English teachers in postcolonial contexts such as Oaxaca.

  3. Submission Letters across English Language Teaching and Mathematics: The Case of Iranian Professionals

    Directory of Open Access Journals (Sweden)

    Alireza Jalilifar

    2009-08-01

    Full Text Available Submitting an article to an English journal for publication requires enclosing an accompanying cover letter. Yet, the phraseology and rhetorical conventions of such letters are not comprehensively documented in literature. This article investigates two English corpora of genuine electronic submission letters to journal editors by Iranian English Language Teaching and Mathematics professionals. After gathering 200 e-mail correspondences of academics with journal editors worldwide, 60 messages (30 from each sent with the purposes of providing or requesting information were selected and analyzed for specific rhetorical patterns following Santos’ (2002 model. Eventually, the results were juxtaposed to a highly characteristic covering letter – provided in Okamura and Shaw (2000. With few exceptions in Math corpus, both corpora illustrate proper choices regarding phraseology. Concerning rhetoric, ELT submission emails are more compatible with those of English native academics, whereas Math messages carry the rhetorical patterns in Non-native academics’ messages. With the diversity that may exist in the generic structure and function of submission letters, further research investigating communicative purposes of e-mail genre is needed.

  4. LECTURERS’ VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY

    Directory of Open Access Journals (Sweden)

    Mehmet Sercan UZTOSUN

    2015-04-01

    Full Text Available This study seeks to understand lecturers’ views about the effectiveness of curriculum change procedures taking place in 2006 at the English language teacher education departments of Turkish universities. The study collected both quantitative and qualitative data through an open-ended questionnaire completed by 27 lecturers working at fifteen different universities and semi-structured interviews with five of the participants. The results indicated that lecturers did not have voice during the change process and were not well informed about the changes. The change process was reported to disregard some important steps of curriculum development such as needs analysis, teacher training, and evaluation. With regard to course-specific changes, the 2006 curriculum was reported to be effective in involving practical courses. Combining separate literature courses, adding a vocabulary course, and extending class hours of some courses were found to be effective changes. Conversely, removing skill-based courses, decreasing class hours of the research skills course, combining advanced reading and writing courses, and removing school experience course were reported as negative aspects of the 2006 curriculum change. Considering these findings, a number of suggestions are made to achieve effective curriculum change at English Language Teaching Departments.

  5. English Language Teaching: The Reflective Practices of an Oral Communication Class

    OpenAIRE

    Jowati Juhary

    2014-01-01

    Malaysia has come to a point where second and third languages become part of the requirements to be employed especially in the multinational and international companies. After gaining its Independence, English becomes the second language in Malaysia, and Bahasa Melayu is recognised as the official language of the country. This move has greatly impacted the education sector in Malaysia, and one of the challenges is that younger generation lacks English language competency. This can be supporte...

  6. Towards the Integration of Mobile Phones in the Teaching of English Language in Secondary Schools in Akure, Nigeria

    Directory of Open Access Journals (Sweden)

    Ogunduyile Abimbola. O

    2013-07-01

    Full Text Available The advent of ICT comes with its attendant students’ accessibility to information. Teaching these digital age 21st century learners requires adaptive and technological induced methods by educators.  The Global Satellite Mobile (GSM provides learners greater accessibility to the internet which makes it easier for them to learn under certain controlled situations. This paper, therefore, investigated the possibilities of using mobile technology in the teaching and learning of the English language in secondary schools. The data was obtained from a three-week field experiment involving an English teacher and purposively selected twelve Senior Secondary School II students of the Federal University of Technology, Secondary School, Akure. The participants took part in activities involving different digital formats in the teaching and learning processes. Also, the respondents were interviewed to assess their perception and attitude towards this mode of teaching English Language.  The paper analyses, within the framework of Communicative Language Teaching (CLT approach to teaching and the Constructivist Theory of Learning, the collected data. The analysis revealed that the students and the teacher found teaching and learning very flexible and essential to their needs in this 21st century. The paper concluded that M-learning promotes cooperative and collaborative learning through the enhancement of learners’ use of authentic English language that would make it possible for them to construct their own knowledge. The integration of M-learning in to the teaching of English in secondary schools would afford the learners the opportunity of having a method that is 21st century compliant and availing the learners the digital age benefits.

  7. Constructing English as a Ugandan Language through an English Textbook

    Science.gov (United States)

    Stranger-Johannessen, Espen

    2015-01-01

    English is a national language in Uganda and is widely used in elite areas such as politics and business, but most Ugandans master English to only a limited degree. In this situation, English can be seen as either a foreign language or a second language--influencing how English is taught. One goal of language teaching espoused in this article is…

  8. Managing the teaching of critical thinking skills in English home language to second language speakers in the further education and training phase / P. Pillay

    OpenAIRE

    Pillay, Parvathy

    2011-01-01

    The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the Na...

  9. On Differences between General English Teaching and Business English Teaching

    Directory of Open Access Journals (Sweden)

    Wenzhong Zhu

    2008-12-01

    Full Text Available With the accelerating rate of globalization, business exchanges are carried out cross the border, as a result there is a growing demand for talents professional both in English and Business. We can see that at present Business English courses are offered by many language schools in the aim of meeting the need for Business English talent. Many researchers argue that no differences can be defined between Business English teaching and General English teaching. However, this paper concludes that Business English is different from General English at least in such aspects as in the role of teacher, in course design, in teaching models, etc., thus different teaching methods should be applied in order to realize expected teaching goals.

  10. UNDERSTANDING THE REASONS BEHIND CHOOSING TO TEACH ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    ?smail Hakk? ERTEN

    2014-05-01

    Full Text Available This study reports on findings from an investigation into the reasons for year 1 students from the English Language Teaching Department at Çanakkale Onsekiz Mart University, Turkey, for choosing teaching as a field of study and future career. A questionnaire comprising of open-ended questions was employed to decipher the reasons of 96 participants. Content analysis of the emergent data revealed 20 reasons which were broadly categorized as intrinsic, extrinsic, and altruistic. Participants, in general, reported more intrinsic reasons than extrinsic reasons. Unlike those reported in the field, altruistic reasons were much fewer than other types of reasons. A further motivational clustering of students showed that the majority of students had a mixture of intrinsic and extrinsic factors. The data also indicated possible gender related differences. The study concludes that although student teachers are intrinsically motivated, this motivation may need to be maintained so as to be long term. Further, the study calls for measures to be taken to control possible methodological biases.

  11. Multidisciplinary Curriculum to Teaching English Language in Sudanese Institutions (A Case Study

    Directory of Open Access Journals (Sweden)

    Ishraga Bashir Mohammed Elhassan

    2012-02-01

    Full Text Available Teachers in Sudan usually teach one subject in isolation, in other words they use the disciplinary approach. Stake holders recently are questioning the efficiency of the use of more than one discipline. It appears that clarification of a problem or discussing topics needs to relate different aspects together and that by melting various disciplines in one pawl to enable students to think critically and to have the ability to use the proper analogy and analysis of a concepts of their universe or the content under study. Teaching English language needs to integrate knowledge and contents. Designing a curriculum or a programme that help bringing different disciplines homogeneously to better educate students .It requires syllabus designers to design a program that incorporates the appropriate aspects of history, religion, politics business, communication, and other sciences that meet the objectives of the content being taught. This study builds a rationale for the combining different disciplines of the curriculum to be taught in Sudanese Institutions. Finally, this paper discusses small scale of a project that has melt more than one aspects of different contents, subjects and concepts and it has been implemented through problem solving method.

  12. Leadership Practices to Support Teaching and Learning for English Language Learners

    Science.gov (United States)

    McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

    2015-01-01

    With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

  13. English Language Teaching Reform in Sultanate of Oman: The Case of Theory and Practice Disparity

    Science.gov (United States)

    Al-Issa, Ali S.; Al-Bulushi, Ali H.

    2012-01-01

    Sultanate of Oman is one out of many developing countries around the world which have valued English as a very important international language and a tool for achieving multiple purposes. When His Majesty the Sultan came to power in 1970, the government accepted English as the only official foreign language and allocated huge budgets and resources…

  14. A Study of the English Teaching Practice at a Language Institute

    Scientific Electronic Library Online (English)

    Julia Zoraida, Posada Ortiz; Luceli, Patiño Garzón.

    2007-01-01

    Full Text Available Este estudio pretende describir las prácticas pedagógicas que tienen lugar en el Instituto de Lenguas de dicha universidad, basándose en la observación de las clases, cuestionarios y entrevistas. Para lograr este objetivo, las investigadoras adoptaron un enfoque cualitativo con una perspectiva etnog [...] ráfica que denota una reflexión constante por parte de los profesores que participaron como objeto de estudio. Los resultados demuestran que la mayoría de los profesores allí emplean el método de las tres Ps (Presentación, Práctica y Producción) y que los estudiantes usan estrategias directas e indirectas para ayudar en su aprendizaje. Abstract in english This study aims to describe the pedagogical practices that take place at the Language Institute of a university based on the observation of classes, questionnaires and interviews of teachers and students. In order to achieve the purpose of the project, the researchers adopted a qualitative approach [...] and also combined an ethnographic perspective which denotes a constant reflection on the part of the teachers who participated as objects of the study. The results of the study demonstrate that most of the teachers employ the PPP (Presentation, Practice, and Production) model to language teaching and that the students make use of direct and indirect strategies in order to help themselves learning.

  15. Disambiguating with Bourdieu: Unravelling Policy from Practice in the Teaching of Children with English as an Additional Language

    Science.gov (United States)

    Flynn, Naomi

    2015-01-01

    This article explores the use of Bourdieusian analysis for examining how policy and practice interact in the teaching of English and therefore in the development of children's language and literacy, in particular how. Bourdieusian analysis uncovers the ways in which teachers' practice has been influenced unconsciously by centralised…

  16. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    OpenAIRE

    Hadi Hadi

    2006-01-01

    Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that ...

  17. TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: THE URGE TO IMPROVE CLASSROOM VOCABULARY INSTRUCTION

    OpenAIRE

    Francisca Maria Ivone

    2005-01-01

    This article addresses some important issues regarding the teaching of foreign vocabulary. It draws on the literature reviews in this field and is also based on personal reflections and experiences of the writer. This article critically highlights the teaching of English vocabulary in Indonesian schools and universities. More particularly, it discusses issues dealing with curriculum, teaching techniques, instructional media, and vocabulary assessment. Finally, this article provides recommenda...

  18. High-Challenge Teaching for Senior English as an Additional Language Learners in Times of Change

    Science.gov (United States)

    Alford, Jennifer; Jetnikoff, Anita

    2011-01-01

    This paper will present a brief overview of the recent shifts within English and EAL/D (English as an additional language/dialect) curriculum documents and their focus on critical literacy, using the Queensland context as a case in point. The English syllabus landscape in Queensland has continued to morph in recent years. From 2002 to 2009,…

  19. The effect of dictionary training in the teaching of English as a foreign language

    OpenAIRE

    Cote Gonza?lez, Margarita; Tejedor Marti?nez, Cristina

    2011-01-01

    The process of teaching any subject involves the use of all resources available to achieve efficient/effective result. When dealing with teaching foreign languages, we have noticed that such a traditional and apparently well-known tool as a dictionary is not so well-known nor used efficiently by students. Nevertheless, in our opinion, the dictionary should play an important role in the teaching-learning process. Therefore, we have carried out a research in our classroom in order to check that...

  20. Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language

    Directory of Open Access Journals (Sweden)

    Porras González Nohora Inés

    2010-05-01

    Full Text Available This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional Bucaramanga. During the research process the student-teachers were required to plan the course syllabus, create their own stories according to the children’s interests and likes, plan the lessons, and collect and analyze data. Although the student-teachers worked in different grade levels, the results of the study present similarities such as the children’s motivation when the stories were told or read, increased participation in the different activities, comprehension of the stories, and acquisition of the new vocabulary. Key words: Storytelling, story, reading, teaching, children Este artículo presenta los resultados de un estudio sobre el uso de historias para la enseñanza del inglés a niños en los grados primero, segundo y tercero. El estudio se llevó a cabo en una escuela pública de Bucaramanga, Colombia. La propuesta fue iniciada por un grupo de docentes en formación de la Universidad Cooperativa de Colombia, seccional Bucaramanga. Durante el proceso de investigación los docentes elaboraron e implementaron una propuesta de intervención, y además recolectaron y analizaron datos. Aunque los docentes trabajaron en diferentes grados, los resultados del estudio presentaron similitudes, tales como gran motivación de los niños al escuchar o leer las historias, alta participación en las diferentes actividades, comprensión de las historias y adquisición de vocabulario. Palabras clave: narración de historias, lectura de historia, enseñanza a niños

  1. Using English Language to Teach ICT Courses in Selected Malaysian Secondary Schools

    OpenAIRE

    Abdul Majeed, Zaenab S.; Normah binti Othman

    2012-01-01

    This study is aimed to investigate the situation of Information and Communications Technology (ICT) course taught in English language in secondary schools in Pahang, Malaysia. From a social point of view the study examines teachers’ attitude towards and applications of computer to further reveal the chances of their use of English language in the classroom. The objective data is collected from school teachers by using questionnaires and interviews. The data analysis is conducted through T-t...

  2. The Multiple Intelligence Theory in English Language Teaching : Theme-based lesson plans on Halloween

    OpenAIRE

    Anna Svava Sólmundardóttir

    2008-01-01

    In this project I will show how Multiple Intelligence theory can be applied in the English language classroom, meeting different students with different needs. I have created a theme-based series of English language lesson plans based on the Multiple Intelligence theory. I have developed and gathered a number of activities for each of the intelligences on the theme of Halloween. In the beginning I explain the Multiple Intelligence theory, its origins and some of its key points. I also di...

  3. A Mixed Approaches Method Used to Investigate Teacher Cognition of English Language Teaching

    Directory of Open Access Journals (Sweden)

    Nguyen Viet Hung

    2012-09-01

    Full Text Available This paper is a part in a bigger research project related to ELT quality in secondary schools in Vietnam since the implementation of the new series of English textbooks was officially passed by in 2006, and the innovated direction was paid to task-based language teaching (TBLT. The purpose of this paper is to make argumentation on why, what and how to use mixed approaches method to investigate two subdomains of teacher cognition - teacher perception and teacher belief. Firstly, an introduction in the research project and research questions about secondary school teacher perception of TBLT and teacher belief of textbooks is shortly made. Secondly, the question what the mixed approaches method are like is dealt with. Next, the question why the mixed approaches method should be used in investigating teacher cognition in general and teacher perception as well as teacher belief in particular is answered and illustrated by writer’s framework of research paradigm for the suitability and applicability. Lastly, the question how the mixed approaches method should be implemented to answer the research project questions is clarified and argued for its suitability.

  4. An investigation of the effectiveness of the modular general English language teaching preparatory program at a Turkish university

    Scientific Electronic Library Online (English)

    Abdullah, Co& #351; kun.

    Full Text Available Evaluating existing foreign language programs on a regular basis is essential because program evaluation leads to more effective programs. Therefore, this study aims to evaluate the modular intensive general English language teaching program applied at a university in Turkey by investigating student [...] s' and English instructors' perceptions of different program dimensions, such as the materials, teaching process, and assessment. The data were collected via questionnaires filled out by students and interviews with the English instructors at the preparatory program. The findings of the study show that the modular system should be discontinued as it has certain drawbacks and should be replaced by a more manageable and feasible system considering specific contextual constraints, such as the number of instructors, classrooms and teaching resources. Also, it was found that there are certain aspects of the curriculum that need to be improved in order to develop a more effective program. It is hoped that this study will lead to more evaluative studies in foreign language teaching programs.

  5. Diversity Matters: Japan's Domestic Diversity and the Role of English Language Teaching

    Science.gov (United States)

    Yamada, Mieko

    2013-01-01

    This article investigates how Japanese university students perceive Japan's domestic diversity and understand the role of English within that context. Surveys and interviews with Japanese students reveal how they reflect on their own experiences with diversity in their past English as a Foreign Language (EFL) classes and also help to explore…

  6. Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners through the "Reading to Learn" Approach

    Science.gov (United States)

    Ramos, Kathleen Ann

    2012-01-01

    A persistent achievement gap exists between the steadily growing population of adolescent English language learners (ELLs) in K-12 public schools and their native English-speaking peers. Unsurprisingly, the underachievement of this population of students is linked to an excessively high dropout rate among adolescent ELLs across the nation. Current…

  7. Teaching Pronunciation: Focus on English Rhythm and Intonation. Language in Education: Theory and Practice, No. 68.

    Science.gov (United States)

    Wong, Rita

    A discussion of pronunciation instruction in English as a second language begins with comments on preparing for pronunciation work in the classroom and goes on to examine the rhythm of English and the characteristics of intonation. The chapter on preparing for pronunciation work focuses on: accounting for learner variables, motivating learning,…

  8. The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

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    Mulia Dewi

    2015-01-01

    Full Text Available The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time. Code switching between English, Indonesian, and Minang – the local language of the region – is perceived negatively, and teachers are often criticized for using a multilingual approach that is “part snake and part eel” [sakarek ula sakarek baluik]. This refers to a negative perception of mixing languages in educational settings. In fact, code switching between Minang (first language, Indonesian (second language, and English (foreign language is the norm of language use in this part of Indonesia. However, in this community, there is a lack of respect for pre-school teachers' professionalism as well as scepticism towards the effectiveness of a multilingual teaching approach, which is used widely at the pre-school level. Vygotsky [14], the Russian psychologist, presents a different perspective on this phenomenon, noting that children learn languages by playing. Their first language can be the main tool to help them understand new words and utterances in context. By using code switching, teachers help pre-school children to link their prior knowledge and experience to the new forms of expression that enable them to derive the meaning of new words from the social context of language use. For this reason, scaffolding techniques should be used by pre-school teachers, particularly in ways which support children's cognitive development in constructing new meanings based on their first language experience. This paper, based on a research study-in-progress at Deakin University, Melbourne, Australia, explores patterns of interaction between pre-school teachers and their students as teachers scaffold the development of EFL through dramatic play in West Sumatera, Indonesia. This interaction is systemic in nature and demonstrates consistent patterns of language use. The data described here is derived from a collaborative Action Research project with pre-school teachers in this community. The results are presented in the form of a narrative inquiry. These results challenge local perceptions of teachers' effectiveness in language education. Children, who have been taught English language through scaffolding, demonstrate physical, social, and cognitive development as a result of learning in and through playing in a multilingual context. This shows the positive role of code switching in EFL teaching at pre-school level in West Sumatera, and suggests a need to challenge existing community perceptions, thereby prompting a more serious consideration of this approach to EFL teaching in complex multilingual learning contexts.

  9. Problems Of Teaching English And Its Solutions

    OpenAIRE

    Mital Josephbhai Macwan

    2012-01-01

    English language has attained the status of an international language and is almost a world language today. It maintains its stronghold at the entry level of choosing one's career. English has the status of a second language in India. As it is a foreign language, learning becomes challenging because of non availability of enough authentic resources. Teaching students to be proficient in a new language especially English has become one of the greatest priorities as well as one of the greatest ...

  10. Learn and Unlearn: Drama as an Effective Tool in Teaching English Language and Communication

    OpenAIRE

    Shibani Banerjee

    2014-01-01

    It is argued that learning the importance of positive reinforcement and unlearning the de-motivating and unfruitful experiences of one’s life can help students cope up with the existing inhibition about learning a foreign language and, in turn, can motivate them to do something productive and creative. In this respect, the role of drama, in EFL classroom, has been debated and recommended for achieving the intended effects. However, it has also been suggested that the motive of teaching a fo...

  11. RELATIONSHIP BETWEEN ENGLISH LANGUAGE ANXIETY AND ENGLISH LANGUAGE COMPETENCE: A CORRELATION STUDY

    OpenAIRE

    Biju, M. A.

    2013-01-01

    English language has become a global language with the advent of Globalisation. Naturally English language learning has got increased importance as English is the language for the global communication. English is a second language for Indian sand often mother tongue hampers the English acquisition of most of the Indians. NCF 2005 has underlined that significance of teaching of English as early as possible so that the learners may have a native speaker like fluency in English. Based on these g...

  12. Technology Applications in English Language Teaching in Egyptian Universities: A Developing Relationship

    Science.gov (United States)

    England, Liz

    2007-01-01

    A study was conducted in Egypt to investigate how technology is used in English language instruction at the university level. Results indicate that teachers and learners alike are ready and, in some cases (mostly in the private-university setting), are effectively applying technology tools in the classroom and online. Specific findings indicate…

  13. Imported models : a tradition of english-language teaching in Portugal

    OpenAIRE

    Torre, Manuel Gomes Da

    1995-01-01

    In this paper I try to demonstrate how the importance of the English language outside Britain was recognised by early Portuguese grammarians and how the latter were attentive, especially during the eighteenth and nineteenth centuries, to foreign models and transferred them to their books.

  14. English Teaching Profile: Lesotho.

    Science.gov (United States)

    British Council, London (England). English Language and Literature Div.

    A profile of the role and status of the English language in Lesotho, Africa, is presented. The following topics are outlined: (1) the extent of the use of English as the second official language; (2) instruction in English at the elementary and secondary levels and at each of the postsecondary institutions in the country; (3) the number, ratio,…

  15. English Teaching Profile: Bahrain

    Science.gov (United States)

    British Council, London (England). English Language and Literature Div.

    A profile of the state of English and English instruction in Bahrain covers the following topics: description of the role and status of English language use in industry and commerce, government, and education; the role of English at all levels of the educational system; the availability, characteristics, and qualifications of teachers of English;…

  16. Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers (Chapter One: Setting the Scene)

    Science.gov (United States)

    Abdallah, Mahmoud M. S.

    2011-01-01

    The article presents Chapter One of my recent the book entitled, "Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers." The chapter deals with the new reality of Teaching English as a Foreign in this ICT-dominated age in which the Internet has been playing a vital role in changing the…

  17. English Language Teaching in Spain: Do Textbooks Comply with the Official Methodological Regulations? A Sample Analysis

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    Aquilino Sánchez

    2009-06-01

    Full Text Available The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT. For that purpose, seven representative coursebooks of different educational levels and modalities in Spain – secondary, upper secondary, teenager and adult textbooks – were selected to be analysed. A full unit randomly selected from each coursebook was examined through the parameters of the communicative potential of the activities – measured on a scale from 0 to 10 – and the communicative nature of the methodological strategies implemented – measured on a dichotomous scale (yes/no. Global results per educational levels point to the prevailing communicative nature of all the materials, which was shown to be above 50%. The remaining non-communicative block was covered by activities focused on the formal features of language (grammar and vocabulary. This resulting degree of dissociation between official regulations and what is really found in teaching materials may be positive, since the learning of languages is complex and results from the intervention of multiple factors and learning styles, as is evidenced by the professional experience of teachers from different backgrounds and beliefs.

  18. Revisiting English Language Learning among Malaysian Children

    OpenAIRE

    Hamidah Yamat; Ross Fisher; Sarah Rich

    2014-01-01

    Despite learning English language for six years at elementary and five years at secondary levels, Malaysian students’ English language competency has always been the obstacle in securing success at university level as well as in job opportunities. Hence, various interventions have been taken in the teaching and learning process as well as changes in language policy. This paper calls for a revisit on Malaysia’s policy on teaching English English at primary schools. It discusses the finding...

  19. Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

    Science.gov (United States)

    Zannou, Yetunde Mobola

    In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

  20. A Perspective-Based Reading of Culture in English Language Teaching: From the Conventional Perspective to the Intercultural Language Teaching Perspective

    OpenAIRE

    Khaled Jebahi

    2013-01-01

    This paper reviews culture as perceived in a number of language teaching perspectives. The term “culture” and its relation with language has been a center of interest in different fields of studies. Because the term “culture” is borrowed between disciplines, it is understood differently and altered in the process by the goals and traditions of the borrowers. As such culture remains an elusive concept for the language teacher. Here, I attempt to understand how culture has been underst...

  1. The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Javad Nabizadeh Moghadam

    2011-11-01

    Full Text Available The main objective of this study is to emphasize on whole language approach developing mainly the two primary skills of reading and writing in varying degrees and combinations. Based on a language proficiency test, out of 150 senior EFL learners from Azad University of Torbat Heydariye, 90 were chosen and defined as intermediate learners. Two expository reading and writing tests were taken and the results were compared with four reading and four writing scores which were defined as their general reading and writing scores. The results were analyzed using the SPSS software and some correlation and ANOVA analyses were run. The correlation coefficients along with the scatter plot matrix showed strong, weak and in some cases partial correlations among the scales. The results of the post hoc tests of the repeated measures of ANOVA and the pairwise comparison of the measures also showed that the EFL learners performed almost equally well on the skills of reading and writing, but with expository writing and expository reading texts the performance was quite different. The concept of language proficiency was reconsidered in respect to the integrative approach’s principles and some pedagogical implications in the field of language teaching were suggested.

  2. Lacunas identified in syllabus design of English language teaching in Engineering Colleges: a study with special reference to Odisha, India

    Directory of Open Access Journals (Sweden)

    Dr. Priya. S

    2014-12-01

    Full Text Available Many universities have introduced Humanities subjects into the engineering streams in tune with trends practiced globally. Engineers need to inculcate the spirit of humanities to acquire team spirit, critical thinking abilities and also problem-solving abilities for career advancement. Language skills empower engineers to face future challenges globally. In India also, Communicative English and Business English/ Professional English have been integrated into the Humanities stream of undergraduate programs in all Engineering colleges. Under this background, this empirical study examines the problems related to syllabus designed in the existing curricula of English language through questionnaire survey which was administered to 770 students of 20 engineering colleges. Ten items questionnaire objectively aimed to analyze three different aspects of the course designed for engineers. Firstly, to find out how the implementation of the syllabus matches the language learning needs of the students of the digital age. Secondly, to examine the teaching methodologies of four language skills of listening, speaking, reading and writing and finally to investigate how far the students preferred lab classes to theory classes. On the basis of the responses elicited, the aspects related to their immediate need of a learner centered curriculum are represented through graphical data for better interpretation. The research, thus, aimed at throwing light on the strengths and weaknesses of the existing system and the need to envisage a paradigm shift for preparing global engineers in the context of fast emerging situations around the world.

  3. A Qualitative Research on the Teaching Strategies and Class Applications of the High School Teachers Who Teach English in Turkey as a Foreign Language

    Science.gov (United States)

    Gocer, Ali

    2010-01-01

    Nowadays, whichever position the individuals work in, they feel the need to learn a foreign language even a second foreign language. In parallel with the need for a foreign language, the importance of the foreign language teaching increases. In language teaching, conditions such as the facilities of the environment, learner's features, the social…

  4. Investigation of E-learning Acceptance in Teaching English Language Based on TAM Model

    OpenAIRE

    Farnaz Vali Moghaddam Zanjani; Morteza Ramazani

    2012-01-01

    Electronic education and learning is one of accomplishments of mankind which has affected the world tremendously. Since 1990 advancement in technology has led to increasing integrity of electronic-learning courses and also language learning courses. The objective of this study is to examine acceptance of e-learning technology carried out by English teachers and students based on technology acceptance model (TAM). In order to achieve the objective of the research, the researcher has employed d...

  5. Multilingual Language Policy and School Linguistic Practice: Globalization and English-Language Teaching in India, Singapore and South Africa

    Science.gov (United States)

    Hornberger, Nancy; Vaish, Viniti

    2009-01-01

    This paper explores tensions in translating multilingual language policy to classroom linguistic practice, and especially the paradoxical role of and demand for English as a tool of decolonization for multilingual populations seeking equitable access to a globalizing economy. We take an ecological and sociolinguistic approach, depicting tensions…

  6. On Adding Cultural Contents to English Teaching

    OpenAIRE

    Yanping Huang

    2011-01-01

    In order to put the achievement of Cross-cultural Communication reaches into foreign language teaching practice as soon as possible and to increase the cultural contents to English teaching, this paper would put forward the following three respects: Why to increase the contents of culture in English teaching, Which contents of culture should be added and how to increase cultural contents to English teaching.

  7. An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :- “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.. On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ?, w, ?/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard symbols, acronyms, grammatical and phonetic symbols and they should teach them to their students to enable them to establish successful communication with other people.Globalization is consolidated by the extraordinary invasion of higher education by new technologies, especially the Internet. Major changes in the social and economical conditions in Europe and worldwide force new needs and trends upon the technology. The main challenge for “the knowledge society of the future” is to ensure that each member of the society has the opportunity of continuous professional development, frequent retraining and obtaining new competences, mastering new information technologies (IT, lifelong learning (LLL, and so on. Within the education sector, a number of continuous efforts are taking place to stimulate the use of ICT at all levels of education. E-Learning has introduced new approaches of instructional delivery where the roles of teacher and student have significantly changed. The integration of information and communication technologies into the education field is in constant progression and generates empirical approaches for educational environment design. Some research projects in distance learning are introduced in the world.

  8. Teaching English as a Second Language Giving New Learners an Everyday Grammar

    CERN Document Server

    McGarry, Richard

    2012-01-01

    This guide examines the concepts that most often confound ESL students, whose confusion can generally be reduced to one very basic question: Why does English work that way? Focusing on the grammar of conversational speech, the book goes beyond simple description of the parts of speech, tenses and modes, and other topics of instruction to consider the cultural differences in language use (for native speakers of Japanese, for instance, the painting may be on the wall--but the wall is also on the painting) and even the neuroscience of our speech patterns. With 36 illustrations, an annotated bibli

  9. Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching

    Directory of Open Access Journals (Sweden)

    Asl? Lidice Göktürk Sa?lam

    2012-07-01

    Full Text Available Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semi-structured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.

  10. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  11. Utilizing Pakistani Newspaper English to Teach Grammar.

    Science.gov (United States)

    Baumgardner, Robert J.

    1987-01-01

    Examines the use of local English-language newspapers as pedagogical aids in the English-language teaching classroom in Pakistan, pointing out the advantages and disadvantages of such learning activities and calling for more linguistic tolerance and acceptance of local varieties of English. (Author/CB)

  12. Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Summary. Issues & Answers. REL 2012-No. 122

    Science.gov (United States)

    Apthorp, Helen; Wang, Xin; Ryan, Susan; Cicchinelli, Louis F.

    2012-01-01

    This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key…

  13. Cambridge IGCSE English first language

    CERN Document Server

    Reynolds, John

    2013-01-01

    Revised edition for the 2015 syllabus to help your students prepare for their examination and enhance their enjoyment of English. This title has been written for the revised Cambridge IGCSE First Language English (0500 and 0522) syllabuses, for first teaching from 2013. ? Develops the skills necessary to become a better reader and writer. ? Offers detailed advice and preparation for the examination. ? Teaches skills for successful writing of essays and coursework assignment. We are working with Cambridge International Examinations to gain endorsement for this title.

  14. An Experience on the Integration of ICT into a Teaching-learning Methodology of English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Roberto Martínez Mateo

    2012-03-01

    Full Text Available In this paper, we present the use of free ICT materials to foster the communicative approach in an actual educational setting. Specifically, we show and discuss the outcomes of the exploitation of two websites’ content and resources inserted in our subject curriculum. This initiative has been put forward to work on listening skills as a means for attaining a twofold objective: i as the first step to favour communication from the addressee’s stance by further building their ability to recognize and reproduce Anglophone pronunciation and, ii secondly, to encourage self-learning through an Internet-based resource. Although it is widely recognised that in Foreign Language Teaching (FLT a common agreement has not yet been reached on what methodology is the ideal for every possible linguistic learning situation, it seems that there is general consensus within the teachers of English as a Foreign Language (EFL community to bestow value on the Communicative Approach. Under the European Higher Education Area (EHEA framework, the notion of “competence” (Hymes, 1972 has gained momentum in the teaching arena. Faced with this simultaneous responsibility and opportunity that the EHEA has brought about, we advocate the gradual integration of technology for language learning (CALL to develop a functional communicative competence.

  15. Literacy practices, texts, and talk around texts: english language teaching developments in Colombia

    Scientific Electronic Library Online (English)

    Silvia, Valencia Giraldo.

    2006-01-01

    Full Text Available Este artículo muestra la complejidad de la interacción en el aula de clase de inglés en dos colegios públicos de educación básica secundaria en Armenia, Colombia y su relación con las políticas educativas y las recientes reformas a nivel nacional. A partir de una detallada descripción de la interacc [...] ión entre profesor(es) y estudiantes se analizan las practicas pedagógicas y los textos utilizados. Igualmente se examinan los textos empleados y como el profesor y sus estudiantes encuentran el significado del texto, así como la forma como en este contexto los estudiantes están aprendiendo a leer y qué se entiende por comprensión de lectura. Abstract in english This paper seeks to provide a window into the complexity of classroom interaction in English language classes in public secondary schools in Colombia. It will show the relationship between what goes on in public schools and classrooms, the wider policy context, and recent reforms. Through a detailed [...] analysis of data collected in two schools and the interaction that takes place between the two teachers and their students around and about texts, this article provides insights into the specific nature of the literacy practices, the texts used, and the particular ways in which the teachers and learners made sense of these texts. It examines how the students are learning to read in English in these classes, and what the teachers understand by 'doing reading' and 'reading comprehension'.

  16. ACCA College English Teaching Mode

    Directory of Open Access Journals (Sweden)

    Renlun Ding

    2008-12-01

    Full Text Available This paper elucidates a new college English teaching mode – “ACCA” (Autonomous Cooperative Class-teaching All-round College English Teaching Mode. Integrated theories such as autonomous learning and cooperative learning into one teaching mode, “ACCA”, which is being developed and advanced in practice as well, is the achievement of college English teaching reform, this new teaching mode will contribute a lot to the reform of college English teaching.

  17. ACCA College English Teaching Mode

    OpenAIRE

    Renlun Ding

    2008-01-01

    This paper elucidates a new college English teaching mode – “ACCA” (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, “ACCA”, which is being developed and advanced in practice as well, is the achievement of college English teaching reform, this new teaching mode will contribute a lot to the reform of college English teaching.

  18. Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

    Science.gov (United States)

    Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

    2010-01-01

    In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

  19. Language Variation and the Implication for Language Teaching

    OpenAIRE

    Changjuan Zhan

    2011-01-01

    Teaching English as a foreign language in China has many problems, among which the biggest one is students’ incompetence in language use. In order to help Chinese learners have a better idea of language use, this paper takes a sociolinguistic view at language variations and offers suggestions for language teaching.

  20. PROBLEMS AND CHALLENGES OF LEARNING THROUGH A SECOND LANGUAGE: THE CASE OF TEACHING OF SCIENCE AND MATHEMATICS IN ENGLISH IN THE MALAYSIAN PRIMARY SCHOOLS

    OpenAIRE

    Tan Yao Sua; Raman, Santhiram R.

    2007-01-01

    In 2003, there was a significant change in the language policy in theMalaysian education system whereby the Malaysian government decidedto introduce English as a language medium to teach science andmathematics at all levels of the education system in stages. The aim of the policy was to arrest declining standards of English amongMalaysian students. The implementation of this policy was mostcontentious at the primary school level involving two different models of implementation: bilingual mode...

  1. Practical Strategies for English Situational Teaching in Colleges

    OpenAIRE

    Suping TIAN; Zhenmei SHI

    2014-01-01

    The situational teaching is an effective and practical teaching model. Through implementing situational teaching in practical college English teaching, we can more effectively improve the effect of the teaching. The traditional teaching method mostly adopts the direct teaching method in college English courses because college English is a language courses. It is not conducive to creating feeling interactions between teachers and students. Through implementing situational teaching, we can make...

  2. A Study of Culture Teaching in College English Teaching

    Directory of Open Access Journals (Sweden)

    Liangguang Huang

    2011-06-01

    Full Text Available Language and culture are intertwined and language is an inseparable part of culture. Language, as the carrier of culture, is influenced and shaped by culture, it reflects culture and plays a very important role in it. Because of different cultural backgrounds, misunderstandings often arise among people who speak different languages even there are not any grammatical mistakes in their conversation, thus intercultural communication failure occurs. With the development of economic globalization, intercultural communication is greatly increasing. More and more foreign language educators have realized that we should attach more importance to culture in our foreign language teaching and a new term “culture teaching” is introduced. We should have correct attitudes towards language and culture, towards language teaching and culture teaching. At the same time, we should be fully aware that putting culture teaching in English teaching practice is still a challenging task and it still has a long way to go. Not only relevant scholars and experts but also common English language teachers should have a clear macroscopical grasp of culture teaching in order to cultivate students’, especially non-English major students’ intercultural communicative competence to catch up with the development of the world.

  3. Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges

    Directory of Open Access Journals (Sweden)

    Afnan Masaoud Ahmad

    2014-03-01

    Full Text Available This paper discusses the issues with EFL teaching in Saudi Arabia, including the reliance on traditional teaching methodologies and banning use of first languages in classrooms. As a result, these traditional teaching practices produce less proficient learners who have limited knowledge about proper linguistic use. In order to overcome these issues and have proficient learners who can effectively use the language, however, language teachers should understand an effective change is required. Kumaravadivelu’s framework (2006 is an opportunity for teachers to adopt new methods because it relies on global-level strategies, macrostrategies, that are general enough to allow teachers the opportunity to freely adjust their precise implementation in relation to individual teaching demands, along with more particular implementation tactics, microstrategies, that operationalize the macrostrategies in flexible and customizable ways according to perceived needs during the in-context process of teaching.

  4. English Teaching & Learning, 2002.

    Science.gov (United States)

    English Teaching & Learning, 2002

    2002-01-01

    This journal, written in primarily in Chinese, contains the following papers: "Introducing Web-Based Technology Enhanced Language Learning (TELL) Courses and Resources for In-Service EFL Teachers" (Hao-Jan Chen); "A Survey of Primary School English Education in Miao-li County" (Yu-Fang Chang); "Interactions between Classroom Activity, Enjoyment,…

  5. “My Country in Europe”: A Content-based Project for Teaching English as a Foreign Language to Young Learners

    Directory of Open Access Journals (Sweden)

    Eleni I. Korosidou

    2013-03-01

    Full Text Available The present paper outlines the process of introducing a pilot EFL (English as a Foreign Language project, which integrates content and language learning. It aimed at developing young learners’ language skills in English, through integrating English language learning with the subject of Geography. The project was piloted in two fifth grade (5th classrooms of a Greek primary school. The results of the intervention project indicated the positive effects of the project on students’ oral and written skills and their attitude towards foreign language learning. 

  6. Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

    OpenAIRE

    Otaala, Laura A.; Plattner, Ilse E.

    2013-01-01

    In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with “standard” English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a samp...

  7. Identifying Teaching Style: The Case of Saudi College English Language and Literature Teachers

    Directory of Open Access Journals (Sweden)

    Aisha M. Alhussain

    2012-06-01

    Full Text Available The purpose of this paper is twofold. The first objective is to give an account of why I set out to study teaching styles, how I carried out and analyzed a questionnaire survey, what results I got, and what the implications of these results are. The intent is to provide teachers with enough information to help them think about how these findings play out in their own classrooms, thus putting them on track to adapt their teaching style to their students' learning style. The second objective is to see if there is any statistically significant correlation between teaching styles and a number of factors, such as age, years of experience, specialty, and student level. Data analysis showed that literature teachers preferred the all-round flexible style, the mixed style, and the official curriculum and big conference styles successively, whereas linguistics teachers preferred the mixed style, the all-round flexible and straight facts styles, and the student-centered and big conference styles consecutively. No statistically significant correlation was found between teaching styles and age, years of experience, and specialty variables. Whereas statistically significant differences were found between level three and the official curriculum teaching style, and between level four and the student-centered teaching style (p< 0.05.

  8. An Effective Role of E-Learning Technology for English Language Teaching by Using Meta Communication Actors

    Science.gov (United States)

    Istifci, Ilknur; Lomidazde, Tamar; Demiray, Ugur

    2011-01-01

    Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which…

  9. A Study of the Teaching of Culture in College English

    OpenAIRE

    Decheng Jiang

    2010-01-01

    Language is a system of arbitrary vocal symbols used for human communication. It is closely and intricately related to culture. It is part of culture. And as carriers of culture, language reflects culture. This essay dwells on the digging of the relationship between the language teaching, especially English teaching, and culture teaching today, and tries to find a more suitable method of language teaching as well as culture teaching.

  10. Problems of Teaching English to Amerindian Children in Guyana.

    Science.gov (United States)

    Edwards, Walter F.

    1981-01-01

    Describes phonology and grammar differences between Amerindian languages and English to show difficulties in teaching English as a second language to Amerindian children in Guyana. Suggests prerequisites and characteristics of English language teaching programs necessary for a well-grounded program. (BK)

  11. On the Teaching of English Listening

    Directory of Open Access Journals (Sweden)

    Lu Yin

    2012-02-01

    Full Text Available Language is a socializing tool. The fundamental purpose of English teaching is training the students to put English into practical social use. As the most common medium to acquire knowledge and develop a sensation for a language, accurate listening, is mandatory before accurate speaking. Only when the listener has listened to the instruction correctly, could the listener do according to the instruction; this demonstrates the social function of language.

  12. On the Teaching of English Listening

    OpenAIRE

    Lu Yin

    2012-01-01

    Language is a socializing tool. The fundamental purpose of English teaching is training the students to put English into practical social use. As the most common medium to acquire knowledge and develop a sensation for a language, accurate listening, is mandatory before accurate speaking. Only when the listener has listened to the instruction correctly, could the listener do according to the instruction; this demonstrates the social function of language.

  13. The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners

    OpenAIRE

    Javad Nabizadeh Moghadam; Seyyed Mohammad Reza Adel

    2011-01-01

    The main objective of this study is to emphasize on whole language approach developing mainly the two primary skills of reading and writing in varying degrees and combinations. Based on a language proficiency test, out of 150 senior EFL learners from Azad University of Torbat Heydariye, 90 were chosen and defined as intermediate learners. Two expository reading and writing tests were taken and the results were compared with four reading and four writing scores which were defined as their gene...

  14. English Teaching Profiles from the British Council Language and Literature Division: Updates and Supplements.

    Science.gov (United States)

    Burdines Dept. Stores, Miami, FL.

    Reports on the role of English and English instruction in 10 countries are updated. Recent developments in literature instruction are reported for Austria, Bangladesh, Cyprus, Hong Kong, India, Indonesia, Israel, the Netherlands, Thailand, and Tunisia. Among the topics summarized are the role of English instruction in the educational systems of…

  15. Communicative Language Teaching

    OpenAIRE

    Jireghie, Angela; Banciu, Viorica

    2009-01-01

    This portfolio is a compilation of second language teaching research and ideas put together during the author’s time as a MSLT student. It includes a personal teaching philosophy supported by three related artifacts. It also contains an annotated bibliography with an overview of some of the research examined during her time in the program. Her personal teaching philosophy underscores how communicative language teaching can help students learn language through meaningful us...

  16. Developing Academic Language in English Language Learners through Sheltered Instruction

    Science.gov (United States)

    Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed

    2012-01-01

    This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…

  17. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca

    OpenAIRE

    Gillian Mansfield; Franca Poppi

    2012-01-01

    The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheles...

  18. Evaluation of English Language Teaching Departments of Turkish and Iranian Universities in Terms of Politeness Strategies with Reference to Request

    Directory of Open Access Journals (Sweden)

    Maryam Rafieyan

    2012-09-01

    Full Text Available The ultimate objective in post-method pedagogy is developing language learner’s communicative competence to enable them to participate in communication acts. Effective oral communication entails observation of a number of conversational principles and appropriate use of various strategies to avoid violation of mutually recognized rules, e.g. politeness strategies. Some researchers believe that politeness strategies have a number of universal Features (Goff man, 1967, 1971: Goody, 1978 a. In line with previous research studies, the present study set out to investigate whether nationality would influence the use of request politeness strategies by Iranian and Turkish EFL learners at the same proficiency level. Participants in this study included 448 students at four different levels of proficiency who were majoring in English language teaching at Gazi University in turkey and Islamic Azad University – Tabriz Branch. 224 Turkish students at four different grade levels and the same number of Iranian students participated directly in this phase of the research. Each grade level group consisted of 56 students. The researcher administered a questionnaire enquiring their preferences in selecting the proper forms of requests ( Blum - Kulka & Olshtain , 1985 .The statistical analysis revealed a strong correlation in intra-groups while the inter – group results displayed relatively significant differences . The Turkish participants used request politeness strategies more appropriately than Iranians which support the role of culture in the use of such strategies. The findings highlight the necessity of observing cultural background in teaching communication strategies such as request politeness strategies particularly in EFL contexts. Keywords: Politeness Strategies, Request, Cross-Cultural analysis, Communication Strategies, Cultural Background

  19. Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

    Science.gov (United States)

    Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

    2014-01-01

    Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

  20. Preparing Dual Language Teachers to Educate English Language Learners

    Science.gov (United States)

    Craft-Coleman, Sylvia L.

    2013-01-01

    The purpose of this qualitative embedded multiple case study was to explore the teaching strategies, skills, and knowledge received from English language learner professional development (ELLPD) trainings and seminars and how the application of ELLPD content affected communication with English language learners in the mainstream classroom. The…

  1. ‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate

    OpenAIRE

    Moeain Arend; Rochelle Kapp

    2011-01-01

    The focus of this paper is an analysis of the conceptualisation of language teaching and the construction of learners in the new National Senior Certificate grade 12 curriculum and examinations taken by students for whom English is an additional language. The paper examines the values, attitudes and beliefs, as well as the required levels of cognitive engagement and notions of reading and writing. The authors argue that the curriculum represents a significant improvement on the previous versi...

  2. An Introduction to English Teaching, A Textbook for English Educators

    Science.gov (United States)

    Lin, Grace Hui Chin; Chien, Paul Shih-chieh

    2010-01-01

    Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

  3. The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman: A Qualitative Study

    Science.gov (United States)

    Al-Issa, Ali S. M.

    2013-01-01

    This study asks questions and elicits answers about the importance of English language teaching (ELT) instruction time on the national curriculum in the Sultanate of Oman from an ideological perspective. It triangulates data from semi-structured interviews made with different agents involved in the Omani ELT system and representing different…

  4. The Impact of a Training Program Based on Pedagogical Knowledge on Improving the Speaking and Writing Skills Teaching Practices of Female English Language Teachers

    Science.gov (United States)

    Weshah, Hani A.; Tomok, Tamara N.

    2011-01-01

    This study investigated the impact of a training program based on pedagogical knowledge on improving the speaking and writing skills teaching practices of female English language teachers. The participants consisted of 30 teachers: 10 as an experimental group and 20 as a control group. To answer the study questions, the researchers developed a…

  5. Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language).

    Science.gov (United States)

    Medina T., Rene

    1971-01-01

    This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

  6. Advancing English Language Learning in China through Multimodal Content Area Teaching

    Directory of Open Access Journals (Sweden)

    Cheryl North

    2014-12-01

    Full Text Available During a ten-day teaching abroad experience in China, eight teachers from the United States implemented an interactive curriculum focusing on disciplinary literacy and authentic tasks. Employing multiliteracies and kidwatching, teachers encouraged Chinese students to compose while focusing primarily on communicating ideas rather than grammatical correctness. This article provides a one-student case study that serves as a representative example of the growth of 50 elementary-level students involved in the experience. Initially, Paul focused on writing correctness in response to prompts; his compositions were short and provided little detail. After we provided multimodal and interactive authentic experiences and encouraged risk-taking, Paul's representative compositions became more detailed and complex. The implications for engaging in this type of teaching experience underscore the benefits of providing students with authentic experiences that are multimodal and interactive while simultaneously encouraging risk-taking. The pedagogical growth that teachers made working with ELL students is also discussed.

  7. EMPOWERMENT OF THE MARGINALIZED (UNDERPRIVELISED) THROUGH ENGLISH LANGUAGE TEACHING/LEARNING

    OpenAIRE

    ASHOK KUMAR .B. SURAPUR

    2013-01-01

    It is a common knowledge that, Amartye sen the outstanding economist and noble prize winner in economics, suggested two major areas of investments-education and Health, to uplift the country from the state of poverty, ill health, illeracy and unemployment ,into a modern financial, vibrant society. Accordingly both the U.G.C and state governments are investing massive funds into the development of educational infrastructure, like universities, quality – teaching personnel, educationalist are g...

  8. Multidisciplinary Curriculum to Teaching English Language in Sudanese Institutions (A Case Study)

    OpenAIRE

    Ishraga Bashir Mohammed Elhassan

    2012-01-01

    Teachers in Sudan usually teach one subject in isolation, in other words they use the disciplinary approach. Stake holders recently are questioning the efficiency of the use of more than one discipline. It appears that clarification of a problem or discussing topics needs to relate different aspects together and that by melting various disciplines in one pawl to enable students to think critically and to have the ability to use the proper analogy and analysis of a concepts of their universe o...

  9. English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

    Science.gov (United States)

    Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

    2015-01-01

    The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

  10. Learners Involvement in Materials Selection for Teaching English in Language Classroom at Aligarh Muslim University

    OpenAIRE

    Sheema Fatima

    2014-01-01

    The onset of the present paper throws light on materials selection and traditional outlook. Then the paper discusses four types of materials, more specifically, instructional, experiential, exploratory and elicitative materials and their use in language classroom. It discusses the role relationship between teachers, learners and materials in the present scenario at Aligarh Muslim University, keeping in consideration the requirements of the changing times. The paper aims to highlight the posit...

  11. Practical Strategies for English Situational Teaching in Colleges

    Directory of Open Access Journals (Sweden)

    Suping TIAN

    2014-10-01

    Full Text Available The situational teaching is an effective and practical teaching model. Through implementing situational teaching in practical college English teaching, we can more effectively improve the effect of the teaching. The traditional teaching method mostly adopts the direct teaching method in college English courses because college English is a language courses. It is not conducive to creating feeling interactions between teachers and students. Through implementing situational teaching, we can make students more actively participate in the classroom teaching process. So students can better understand the language environment and cultural backgrounds related with the teaching and deepen the understanding of teaching content through their communications with teachers and other students. Based on advantages and principles of English situational teaching in colleges, this paper explores practical design of situational teaching at starting from specific problems in the teaching practice.

  12. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  13. Language Training : English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  14. An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

    OpenAIRE

    Istifci, Ilknur; Lomidazde, Tamar; Demiray, Ugur

    2011-01-01

    Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capit...

  15. Math Instruction for English Language Learners

    Science.gov (United States)

    Kristina Robertson

    2009-01-01

    In this article, Kristina Robertson, details the difficulties that English Language Learners (ELLs) may have in mathematics. She explains the importance of teaching math vocabulary, providing background knowledge, and using technology. She provides teaching suggestions and links to helpful resources. A related resource by Brenda Krick-Morales, Reading and Understanding Written Math Problems, is cataloged separately and linked from this article.

  16. EMPOWERMENT OF THE MARGINALIZED (UNDERPRIVELISED THROUGH ENGLISH LANGUAGE TEACHING/LEARNING

    Directory of Open Access Journals (Sweden)

    ASHOK KUMAR .B. SURAPUR

    2013-04-01

    Full Text Available It is a common knowledge that, Amartye sen the outstanding economist and noble prize winner in economics, suggested two major areas of investments-education and Health, to uplift the country from the state of poverty, ill health, illeracy and unemployment ,into a modern financial, vibrant society. Accordingly both the U.G.C and state governments are investing massive funds into the development of educational infrastructure, like universities, quality – teaching personnel, educationalist are generating new venues of employment in the country, one of the basic question is that, frequently raised, whether all this investment and benefits are going to sections of society or whether they are reaching the under privileged and ignored sections of society or they are concerneded by a few privileged and advantageous groups.

  17. TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2003-01-01

    Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

  18. The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language towards Teaching English as a Lingua Franca (El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca)

    Science.gov (United States)

    Mansfield, Gillian; Poppi, Franca

    2012-01-01

    The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities…

  19. Transcultural Picture Word List: For Teaching English to Children from Any of Twenty-One Language Backgrounds.

    Science.gov (United States)

    Donaldson, Judy P.

    This instructional aid for elementary and secondary teachers of English as a second language recommends itself especially to those situations where a bilingual teacher and a formal bilingual program are not available. The first item presented is a letter to parents translated into each of the 21 languages covered. The letter urges the parents to…

  20. Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers. ESL & Applied Linguistics Professional Series

    Science.gov (United States)

    Sayer, Peter

    2012-01-01

    The central theme of this book is the ambiguities and tensions teachers face as they attempt to position themselves in ways that legitimize them as language teachers, and as English speakers. Focusing on three EFL teachers and their schools in the southern Mexican state of Oaxaca, it documents how ordinary practices of language educators are…

  1. Some suggestions for adapting group and pair work techniques in teaching English as a second language in Tanzania

    OpenAIRE

    Igwilla, Juma C.

    1989-01-01

    English is regarded as a second language in Tanzania for it is the major language of law, government, education, business and industry. It is important that it is a compulsory subject in the curriculum - from primary to tertiary education level. The central point for discussion will be on the class management problem created with whole class instruction in a communicative approach.

  2. English language knowledge for secondary teachers

    CERN Document Server

    Ross, Alison

    2013-01-01

    If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

  3. Creativity in language teaching

    Directory of Open Access Journals (Sweden)

    Jack C Richards

    2014-10-01

    Full Text Available One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in learners – particularly those involving studentcentred, interaction-based, and open-ended elements. Drawing on teacher narratives and conversations with teachers, the notion of creativity in language teaching is explored from three different perspectives: 1. the qualities creative teachers possess. 2. how teachers apply creativity in their teaching. 3. how creativity can be supported in the school. Examples illustrate how creative teachers’ conceptualize their approaches to teaching.

  4. English Language Instruction in Iran

    Science.gov (United States)

    Strain, Jeris E.

    1971-01-01

    Reviews briefly the history of American efforts to officially participate in the improvement of English language instruction in Iran, analyzes the factors underlying the inadequate and unsatisfactory attainment of English language skills among Iranian students, and recommends new policies. (JM)

  5. Teaching Word Stress to Turkish EFL (English as a Foreign Language) Learners through Internet-Based Video Lessons

    Science.gov (United States)

    Hismanoglu, Murat

    2012-01-01

    The purpose of this study is to elicit problem causing word stress patterns for Turkish EFL (English as a foreign language) learners and investigate whether Internet-based pronunciation lesson is superior to traditional pronunciation lesson in terms of enhancing Turkish EFL learners' accurate production of stressed syllables in English words. A…

  6. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  7. Seeking Best Practices and Meeting the Needs of the English Language Learners: Using Second Language Theories and Integrating Technology in Teaching

    Science.gov (United States)

    Li, Nan

    2013-01-01

    A noticeable national trend in schools today is the rapid increase in the number of the English language learners. The widespread use of technology in classrooms is another trend today. In combining these two trends, this paper discusses the best practices that teachers can use in classrooms to work effectively with English language learners…

  8. The Role of Reading in Improving Speaking Skill in the Context of Teaching English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Faheem Akbar

    2014-12-01

    Full Text Available Teaching foreign language is a challenging task; in language learning, speaking skill is considered a core productive part of learning. With this in mind, this article investigates how speaking can be made articulate and smooth. Furthermore, this article also determines the relationship between reading and speaking proficiency and extent to which teachers-led reading can affect students’ speaking performance. It is a known fact that lack of vocabulary makes learners stumbling and hesitant in speaking, because words precede communication ahead. In language learning hesitations/weakness in speaking can be overcome by encouraging learners to read a specific text. If teachers engage their students in worthwhile activities, such as providing appropriate and interesting reading texts in order to enable them to communicate what they have read. This article aims to reveal how reading gears speaking and reduces time in learning foreign language.

  9. Authority in language investigating standard English

    CERN Document Server

    Milroy, James

    2012-01-01

    Authority in Language explores the perennially topical and controversial notion of correct and incorrect language.James and Lesley Milroy cover the long-running debate over the teaching of Standard English in Britain and compare the language ideologies in Britain and the USA, involving a discussion of the English-Only movement and the Ebonics controversy. They consider the historical process of standardisation and its social consequences, in particular discrimination against low-status and ethnic minority groups on the basis of their language traits.

  10. Utilising fiction to promote English language acquisition

    CERN Document Server

    Alami, Suhair Al

    2013-01-01

    The teaching of English in the United Arab Emirates is based upon the communicative approach and aims to enable EFL students to employ language skills for communication purposes, as appropriate. Personal experience and the author's colleagues' observations, however, reveal that a number of EFL university students fail to achieve adequate communicative competence, which, in turn, does not qualify them to exploit the foreign language of English as required by their curricula as well as by today...

  11. China’s English Language Environment

    OpenAIRE

    Jeffrey Gil

    2008-01-01

    Chinese students and teachers often say that the major challenge they face in acquiring English is that “China does not have a good English language environment” (zhong guo de ying yu huan jing bu tai hao) by which they mean there are insufficient opportunities to use English in real life situations and a lack of exposure to authentic English language material. Based on a review of the use of English in China and the author’s own experiences living and teaching there, this p...

  12. Global English Teaching and Teacher Education: Praxis and Possibility

    Science.gov (United States)

    Dogancay-Aktuna, Seran, Ed.; Hardman, Joel, Ed.

    2008-01-01

    Today's English language teaching goes beyond the norms of English spoken and taught in native-English-speaking countries such as the United States, the United Kingdom, or Australia. Increasingly, a variety of countries have established, formally or informally, a kind of English unique to their own populations, and English language teachers within…

  13. Attitudes toward the Effectiveness of Communicative and Educational Language Games and Fun Activities in Teaching and Learning English

    OpenAIRE

    Marjan Sobhani; Mohammad Sadegh Bagheri

    2014-01-01

    This research intended to investigate the attitudes of learners and teachers about the effectiveness of using games and fun activities regarding learning English. To do so, a modified questionnaire with 25 items was conducted. The participants were 40 students and 40 teachers from one of Shiraz language institutes. The results showed that both learners’ and teachers’ attitudes were positive toward language games and they considered games as learning lubricants. Also, games and fun...

  14. Language Training: English

    CERN Multimedia

    Françoise Benz

    2004-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  15. Language Training: English

    CERN Multimedia

    Françoise Benz

    2005-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

  16. Teaching to Exceed the English Language Arts Common Core State Standards A Literacy Practices Approach for 6-12 Classrooms

    CERN Document Server

    Beach, Richard; Webb, Allen

    2012-01-01

    As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and critical engagement curriculum framework for 6-12 English language arts education that explains and illustrates how the Standards' highest and best intentions for student success can be implemented from a critical, culturally relevant perspective tha

  17. Teaching English in the Word

    Science.gov (United States)

    Lindblom, Kenneth

    2005-01-01

    The advantages of teaching English literature in an arts classroom through performance are described. The innovative assignments including poetry, applying performance techniques to a novel and drama helps students to learn English in a better way.

  18. Cambridge IGCSE english as a second language

    CERN Document Server

    Reynolds, John

    2014-01-01

    Revised edition for the 2015 syllabus offering the easiest and most cost effective way to teach both the speaking and listening components with one set of books covering two years and free digital material. This title has been written for the revised Cambridge IGCSE English as a Second Language (0510 and 0511) syllabuses, for first teaching from 2013. ? Prepares students for their exams with a focus on assessed language features, such as inference, opinion and attitude. ? Develops language abilities at an appropriate pace with extra interactive tests on a free CD-ROM. We are working with Cambr

  19. Educating Chinese Scientists to Write for International Journals: Addressing the Divide between Science and Technology Education and English Language Teaching

    Science.gov (United States)

    Cargill, Margaret; O'Connor, Patrick; Li, Yongyan

    2012-01-01

    As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing…

  20. PEDAGOGIC ISSUES FOR TEACHING BUSINESS ENGLISH

    OpenAIRE

    Vakoulenko, T. A.

    2005-01-01

     The article dwells upon pedagogical issues for teaching Business English. Considered are the peculiarities of BE syllabus, which depends on the learners’ needs; language proficiency and skills requirements for BE teachers, the balance of training time to be spent on input and output; feedback on learners’ performance, flexibility of the trainer etc.

  1. On Cultivation of Cross-cultural Awareness in College English Teaching:Take Integrated Skills of English as an Example

    OpenAIRE

    Yang, Ying

    2011-01-01

    Abstract: Language is an indispensable part of culture. To understand language means knowing about culture first. Culture teaching plays an essential role in English language teaching. The cultural orientation in language communication should be highly valued and the relevant cultural background should be led in where necessary. This paper discusses the training of cross-cultural awareness in college English teaching by taking Integrated Skills of English as an example. Besides teaching langu...

  2. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  3. "English for the Global": Discourses in/of English-Language Voluntourism

    Science.gov (United States)

    Jakubiak, Cori

    2012-01-01

    Drawing upon the notion of hyperglobalism and critical perspectives on English as an international language, this study examines the ways in which English language teaching via volunteer tourism (i.e. English-language voluntourism) is represented and legitimated as an altruistic practice among organizational sponsors and in the talk of current and…

  4. Situating language at the centre of journalism training: The case for broadening the spheres of English teaching and learning in Journalism training institutions in Ghana

    Directory of Open Access Journals (Sweden)

    Modestus Fosu

    2011-11-01

    Full Text Available This paper derives its impetus from the consensus today that the media play an indispensable role in
    democratic governance for sustained development. The media foster, most importantly, accountability,
    transparency, rule of law, respect for human rights, and civic participation, which are vital in securing the
    economic well-being of a people. Language, as the main vehicle that drives communication or journalistic
    imperatives to the “consumer”, thus becomes a critical factor.
    The focus here is on the effective and appropriate use of English (Ghana’s official language in
    newspapers in Ghana. It is argued that the majority of newspapers display linguistic ineptitude, thereby
    weakening their capacity to package and make development-oriented messages accessible to the reader.
    Specifically, the majority of newspapers present news in grammatically faulty and semantically confusing
    constructions that blur meaning. Thus, through a comparative study of the English and English-related
    courses in four journalism training institutions in Ghana and the English provisions in the latest UNESCO
    journalism curricula for Africa (2007, the study shows that English competence appears to be taken for
    granted in the training institutions.
    This paper therefore argues for journalism education in Ghana to focus on helping trainee journalists to
    acquire English language competency. A more worthwhile complement will be to de-emphasise the
    “core” journalism or media knowledge and skills students are made to focus all their attention on in the
    schools and rather emphasise English use and usage. The paper suggests a reorganisation of English
    studies including institutional structure, curriculum and syllabus development, infrastructure, teaching,
    and learning methodology as ways of broadening English language pedagogy to produce the calibre of
    journalists who can really champion the democratic and developmental aspirations of Ghana and Africa.

  5. Culture Teaching in Foreign Language Teaching

    OpenAIRE

    Li Sun

    2013-01-01

    The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language education is a problem countered by language teachers throughout all universities and colleges in the world. Language is one of the most important carriers of culture and reflects the latter. Without language, culture would...

  6. Teaching English as a foreign language in accordance with Social-constructivist pedagogy / Enseñar inglés como lengua extranjera en consonancia con la pedagogía socio-constructivista

    Directory of Open Access Journals (Sweden)

    Luis S. Villacañas de Castro

    2013-06-01

    Full Text Available Abstract: This article argues that teaching a foreign language (English, in this case involves a linguistic obstacle which, if not negotiated properly, may place this task in contradiction with some basic principles of Social-constructivist pedagogy. After this obstacle is identified and some potential solutions are discarded, the article resorts to some of the didactic advances developed in the field of English as a second language (ESL teaching during the last two decades, since the latter has remained more attentive to the conflictive nature of social interactions than any other area in English Learning (EL. Resulting from this analysis, the paper finally resorts to examples in recent EFL research and comes up with a model for Teaching English as an International Language (TEIL, the main feature of which is to integrate EFL students’ critical reflections on the position enjoyed by English in the international socio-economic arena and the students’ relation to it.Resumen: Este artículo postula que la enseñanza de una Lengua Extranjera (en este caso, del inglés implica un obstáculo lingüístico que, si no se negocia de forma adecuada, puede hacer esta una tarea contradictoria con los principios básicos de la pedagogía socio-constructivista. Tras identificar este obstáculo y descartar algunas potenciales soluciones, el artículo recurre a los avances didácticos desarrollados en la Enseñanza del Inglés como Segunda Lengua durante las últimas dos décadas, un área ha permanecido más atenta a la naturaleza conflictiva de las interacciones sociales. A partir de este análisis, el artículo extrae algunos ejemplos de la literatura reciente para derivar un modelo de Enseñanza del Inglés como Lengua Internacional cuyo principal rasgo radica en ser capaz de integrar las reflexiones de los estudiantes de inglés comoLengua Extranjera sobre la posición que este idioma disfruta en el contexto socio-económico internacional y sobre sus propias relaciones con este contexto.

  7. La enseñanza del inglés en las ciencias médicas: su repercusión social / The teaching of English Language in Medical Studies: its social repercussion

    Scientific Electronic Library Online (English)

    María Teresa, Valdés Linares; Sisely, González Valdés; Idania, Díaz Cabeza; Aniuska, Verdayes Vives; Luis Manuel, Díaz Lobo.

    2010-09-01

    Full Text Available Se hizo un estudio con el método de revisión bibliográfica sobre la enseñanza del Inglés en los Centros de Educación Médica Superior (CEMS), en la que se analizaron artículos sobre la revolución científico-técnica y las nuevas tecnologías al servicio de la sociedad, y sobre cómo la universidad se ha [...] insertado en este nuevo universo, desempeñando un papel clave, desde múltiples aristas, en lo académico, científico, profesional y cultural. Se ha tomado en cuenta la pertinencia, calidad e internacionalización de la enseñanza del idioma inglés, así como la preparación de los profesionales de la salud en el idioma inglés para su ejercicio profesional tanto dentro como fuera del país. La enseñanza del inglés, por su importancia, ha sido contemplada en los planes de estudio en las universidades médicas; la que va desde la traducción de artículos científicos, la comunicación personal y profesional en misiones internacionalistas y la discusión de los resultados de las investigaciones, entre otras; así se creó el fundamento teórico de este trabajo cuyo objetivo es caracterizar la enseñanza de este idioma en los Centros de Enseñanza Médica Superior, desde el pregrado y su profundización en el posgrado. Conocer y dominar el inglés ha facilitado a los investigadores y expertos utilizar la tecnología y ponerla en función de sus necesidades profesionales y personales. Abstract in english A study using the method of literature review on the subject of English Language was conducted in Higher Medical Educational Centers, where the articles about scientific-technical revolution and the new technologies to the service of society were analyzed, as well as how the university falls within [...] this new universe performing a key role from multiple points: academic, scientific, professional and cultural. Pertinence, quality and universalization of the English Language teaching was taken into account; moreover the training of health professionals in this foreign language inside and out of the country. English Language teaching, due to its importance, has been included in the syllabus of the medical universities, covering from the translation of scientific articles, to the professional and personal communication in medical international missions and discussion of the results of the researches, among others; this way the theoretical basis of this research was created with the purpose of characterizing the teaching of English Language in Higher Medical Educational Centers, from the pre-graduate and its deepening in postgraduate levels. Learning and mastering English Language has provided researchers and experts with the use of the technology to solve professional and personal needs.

  8. ‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate

    Directory of Open Access Journals (Sweden)

    Moeain Arend

    2011-09-01

    Full Text Available The focus of this paper is an analysis of the conceptualisation of language teaching and the construction of learners in the new National Senior Certificate grade 12 curriculum and examinations taken by students for whom English is an additional language. The paper examines the values, attitudes and beliefs, as well as the required levels of cognitive engagement and notions of reading and writing. The authors argue that the curriculum represents a significant improvement on the previous version. However, there is a considerable mismatch between the Curriculum Statement and the examination papers. The curriculum emphasis on the role of language as a tool for critical, independent thinking is not evident in the examination papers, which reinforce traditional gender norms and essentialised notions of Africa. The examination papers are cognitively undemanding, requiring only the most basic understandings of texts. The authors argue that, by making it possible to pass at a very basic level, the examination system in effect obscures the contradiction that although the majority of learners have to use English as a first language across the curriculum, the language itself is taught as a second language.

  9. English as the Language of International Business Communication

    Science.gov (United States)

    Kuiper, Alison

    2007-01-01

    In teaching business communication, instructors usually can take for granted that English is the language of business communication in a globalised world. Even in a multicultural and multilinguistic country such as Malaysia, the assumption that English is the language to use is shared by those who manage programs, those who teach, and students.…

  10. Research methods for English language teachers

    CERN Document Server

    McDonough, Jo

    2014-01-01

    This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the

  11. New frontiers in teaching and learning English

    CERN Document Server

    Vettorel, Paola

    2015-01-01

    The contributions to this volume explore several focal issues related to the global spread of English and their implications for English language teaching, providing both theoretical and empirical perspectives on recent research and implications in educational terms. The volume is divided into three thematic sections, namely ""Developments in ELF research and pedagogic implications"", ""Raising teachers' awareness of ELF"", and ""ELF and ELT practices"". The book provides up-to-date perspectives o...

  12. "Harry Potter" and the English Language Learner.

    Science.gov (United States)

    Coatney, Kathy

    2001-01-01

    Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

  13. Motivating English Language Teachers through Job Enrichment.

    Science.gov (United States)

    Pennington, Martha C.

    1992-01-01

    Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. The approach results in teacher opportunities for long-term growth, career advancement, increased self-actualization, and empowerment.…

  14. Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia

    OpenAIRE

    Escobar Alméciga Wilder Yesid

    2013-01-01

    This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: Visión 2019 issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It characterizes discursive strategies which, in turn, unveil power structures, means of control, and subject positioning of submission and dominance inherent in thr...

  15. La enseñanza del inglés en las ciencias médicas: su repercusión social The teaching of English Language in Medical Studies: its social repercussion

    Directory of Open Access Journals (Sweden)

    María Teresa Valdés Linares

    2010-09-01

    Full Text Available Se hizo un estudio con el método de revisión bibliográfica sobre la enseñanza del Inglés en los Centros de Educación Médica Superior (CEMS, en la que se analizaron artículos sobre la revolución científico-técnica y las nuevas tecnologías al servicio de la sociedad, y sobre cómo la universidad se ha insertado en este nuevo universo, desempeñando un papel clave, desde múltiples aristas, en lo académico, científico, profesional y cultural. Se ha tomado en cuenta la pertinencia, calidad e internacionalización de la enseñanza del idioma inglés, así como la preparación de los profesionales de la salud en el idioma inglés para su ejercicio profesional tanto dentro como fuera del país. La enseñanza del inglés, por su importancia, ha sido contemplada en los planes de estudio en las universidades médicas; la que va desde la traducción de artículos científicos, la comunicación personal y profesional en misiones internacionalistas y la discusión de los resultados de las investigaciones, entre otras; así se creó el fundamento teórico de este trabajo cuyo objetivo es caracterizar la enseñanza de este idioma en los Centros de Enseñanza Médica Superior, desde el pregrado y su profundización en el posgrado. Conocer y dominar el inglés ha facilitado a los investigadores y expertos utilizar la tecnología y ponerla en función de sus necesidades profesionales y personales.A study using the method of literature review on the subject of English Language was conducted in Higher Medical Educational Centers, where the articles about scientific-technical revolution and the new technologies to the service of society were analyzed, as well as how the university falls within this new universe performing a key role from multiple points: academic, scientific, professional and cultural. Pertinence, quality and universalization of the English Language teaching was taken into account; moreover the training of health professionals in this foreign language inside and out of the country. English Language teaching, due to its importance, has been included in the syllabus of the medical universities, covering from the translation of scientific articles, to the professional and personal communication in medical international missions and discussion of the results of the researches, among others; this way the theoretical basis of this research was created with the purpose of characterizing the teaching of English Language in Higher Medical Educational Centers, from the pre-graduate and its deepening in postgraduate levels. Learning and mastering English Language has provided researchers and experts with the use of the technology to solve professional and personal needs.

  16. The Application of English-Chinese Comparison to Culture Teaching

    OpenAIRE

    Zhu, Qiu-juan

    2006-01-01


    This thesis is a tentative endeavor to employ English-Chinese comparison to culture teaching so as to help English learners overcome negative transfer from their native culture and learn more idiomatic English.
    Key words: the English language, the Chinese language, comparison, culture teaching
    Résumé: Cet essai tente d’employer la comparaison anglais-chinois à l’enseignement de culture afin d’ai...

  17. English Language Development in Tunisia.

    Science.gov (United States)

    Daoud, Mohamed

    1996-01-01

    Describes English language policy decisions and implementation strategies in Tunisia and highlights the problems accompanying them. The article emphasizes that Tunisia has entered a critical stage in the promotion of English as the language of economic, scientific, and technological development and that the educational system must develop programs…

  18. Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom

    Directory of Open Access Journals (Sweden)

    Gail McEachron

    2015-04-01

    Full Text Available Abstract Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012. The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1 According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2 According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK (Bristol and the United States (US (Henrico? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages.

  19. Factors accounting for pupils’ pattern of errors in English language written expression: Implication for teaching and learning

    Directory of Open Access Journals (Sweden)

    Emmanuel Kofi Gyimah

    2014-01-01

    Full Text Available Effective written language expression is generally conceived as an important tool in communication. Using the work samples of sixty eight primary six pupils drawn from public primary schools in Cape Coast and Twifo Breman in the Central Region of Ghana, the investigators examined the pattern of errors pupils make in English Written Language and factors accounting for the errors. The study adopted a quasi- experimental design and two validated instruments involving questionnaire and a hundred and seventy- five word passage selected from Grade Six English Reader. The results showed that most pupils omitted, substituted and wrongly spelt words in their written expressions. It was also revealed that diverse factors affected pupils’ written English expression. There were significant differences in pattern of errors in written English expression between urban and rural schools as well as between male and female pupils. On the basis of the findings, recommendations were made for teachers and parents to engage their pupils more in reading and writing activities

  20. TEACHING CULTURE AS A FIFTH LANGUAGE SKILL

    Directory of Open Access Journals (Sweden)

    Fatma ÖZÜORÇUN

    2014-01-01

    Full Text Available Many researchers like Wang (2008:3 believe that language teaching is culture teaching and foreign language teachers are actually foreign culture teachers. The main reason behind the idea of teaching the culture together with the language is that in many situations it is difficult to simply translate one language into another language especially when either of the languages lack these words or expressions. The foreign language lacks these words simply because the people do not have them in their own cultures. The paper includes examples of words that appear in Turkish and English because of the cultural importance of what they refer to. The present paper also includes reasons and recommendations for language teachers to indicate how important it is to include culture in their teaching.

  1. Some Reflections about the Construction of College English Teaching System

    OpenAIRE

    Jie Wang

    2009-01-01

    The paper analyses and researches the problems of constructing college English teaching system, the fostering of students’ abilities in language learning and language communication, the teaching according to students differences, the scientificness, the practicability and the rationality of compiling textbooks. It also puts forward a few tentative ideas of the constructions of the college English teaching system in order to promote the scientificness and rationality of constructions of the ...

  2. Communicative Language Teaching: Possibilities and Problems

    Directory of Open Access Journals (Sweden)

    Pusuluri Sreehari

    2012-10-01

    Full Text Available This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers’ Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English.

  3. Teaching and Researching Language in African Classrooms.

    Science.gov (United States)

    Rubagumya, Casmir M., Ed.

    A collection of papers focuses on research perspectives and educational policy and practice concerning language in Africa. Articles include: "Language Policy in Tanzania and the Hidden Agenda" (Rehema Rajabu, Deo Ngonyani); "The Post-Primary Swahilisation Scheme in Tanzania: From Debate to Struggle" (Hermas Mwansoko); "English Language Teaching in…

  4. Using technology in foreign language teaching

    CERN Document Server

    Troudi, Salah

    2014-01-01

    Language learning is a complex and challenging endeavor. For students to achieve the desired proficiency in English as a Foreign Language (EFL) their institutions need to invest time, effort and huge resources in order to cater for different learning styles. To be cost effective, many language-teaching institutions strive to provide intensive foreign language (FL) instruction to reduce the time period needed to learn the target language. This explains the current interest in combining differe...

  5. The Effect of EFL Teachers’ Attitude toward English Language and English Language Proficiency on Their Sense of Efficacy

    Directory of Open Access Journals (Sweden)

    Farzaneh Sabokrouh

    2013-12-01

    Full Text Available Researchers in education have documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of TESOL, inquiry into teachers’ sense of efficacy is extremely scarce. The present study, by adopting the notion of teachers’ sense of efficacy as the theoretical framework, has explored Iranian English Institute teachers’ confidence in teaching English. The study has also examined teachers’ attitudes toward the English language and teachers’ English language proficiency, respectively. An exploratory survey methods design was employed in the present study and data were collected in the quantitative format, by which 68 English institute teachers working in Mazandaran responded to the survey. The results indicated that teachers’ current level of English proficiency and EIL (English as an International Language attitude toward the English language were the significant predictors for teachers’ English teaching-specific efficacy beliefs or confidence. Also, efficacy for oral English language use was found as an additional dimension of teacher efficacy in teaching English, indicating that in a foreign language context, oral target language use would be a significant dimension to be considered in examining teachers’ self-efficacy in teaching the target language.

  6. Language teachers and teaching

    CERN Document Server

    Ben Said, Selim

    2013-01-01

    This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.

  7. Communicative Language Teaching: Possibilities and Problems

    OpenAIRE

    Pusuluri Sreehari

    2012-01-01

    This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers’ Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program traine...

  8. Contrastive remarks on teaching English Pronunciation

    Directory of Open Access Journals (Sweden)

    Constantin MANEA

    2009-11-01

    Full Text Available There are some generally recognized challenges and paradoxes in learning and teaching EFL, e.g. the existence of different phonological codes in particular languages, emphasizing the importance of phonetic studies; the existence of a specific inventory of phonemes in each language, and the issue of phoneme analyzability; the educationalists’ tendency to take support on the existence of universal facts of pronunciation – which clashes with the common idea that there are sounds which are ‘unpronounceable’ by the non-native speakers; the existence of the several varieties of a language, at loggerheads with the ‘prescribed norm’ (cf. the concept of tolerance in the field of language learning and teaching; using or not the phonetic transcription; the attempt to establish and use pronunciation rules in TEFL, etc. The present contribution is meant to discriminate the main challenges of vowel pronunciation in English, sketching the obstacles and pitfalls of the pronunciation of the English consonants. The teacher will benefit by such remarks in correctly discriminating and choosing his/her means and ways, all through these various challenges, paradoxes and inconsistencies of the English language.

  9. The impact of teachers' limited english proficiency on english second language learners in South African schools

    OpenAIRE

    Norma Nel; Heléne Müller

    2010-01-01

    The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carrie...

  10. Thinking in English a new perspective on teaching ESL

    CERN Document Server

    Muciaccia, John B

    2012-01-01

    Thinking in English represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of encouragement and reviews from people who have benefited from his approach to teaching and learning English.

  11. "Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study

    Science.gov (United States)

    Ortega, Irasema

    Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

  12. English Language, Linguistics and Literature.

    OpenAIRE

    Haase, Fee

    2009-01-01

    This collection contains selected readings of Ccassical writings for linguistic theory, literature history, and applications of the English language in documents from the early beginnings to the 20th century.

  13. Structuring Cooperative Learning in Teaching English Pronunciation

    OpenAIRE

    Hsuan-Yu Chen; Jaya Goswami

    2011-01-01

    Classrooms incorporating Cooperative Learning (CL) structures facilitate a supportive learning environment for English Language Learners (ELLs). Accurate pronunciation by ELLs is important for communication, and also benefits academic achievement. The known benefits of CL for ELLs make it a desirable learning environment to teach pronunciation skills. Thus, sufficient consideration must be given to its incorporation in curricula and delivery format. However, in implementing CL structuresin EL...

  14. Study on Culture Introduction in English Teaching

    OpenAIRE

    Di, Jie-wen

    2007-01-01

    For many years, foreingn language teaching in our country pays close attention to language itself, but ignores the importance of culture. Therefore, many miscommunications may appear in cross-culture communication. This thesis focuses on the relationship betweent culture and language and emphasizes on the importance of culture in languge teaching. Besides, it supplies some useful and concrete methods to bring culture into language teaching according to the writer’s own teaching expe...

  15. VOCABULARY AND LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Abrudan Cristiana

    2010-12-01

    Full Text Available In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above all, in this paper, we have approached the idea of how vocabulary teaching and learning need to be emphasized in order for students to be competent language users.

  16. Understanding Omani students’ (University English Language Problems

    Directory of Open Access Journals (Sweden)

    Ilango Sivaraman

    2014-05-01

    Full Text Available The aim of this paper is to present the survey details conducted among the students of an Engineering college in Oman, relating to the students’ learning difficulties, where the medium of instruction is English. In most of the Omani schools, English is learnt as a language and is not a medium of instruction. The students’ familiarity with English is therefore limited. At the professional college level, when the medium of instruction itself is English, the students’ comprehensive understanding of the subject is doubtful. A bridging course in the form of foundation program is offered to prepare the students for the Engineering programs. Nevertheless, even after such foundation program training, it is observed that the students are not comfortable in classes taught in English, as medium of Instruction. This is reflected in their understanding of the modules, class participation, exam preparation and their overall performance and study experience. This is revealed in the survey conducted and it shows, that language barrier, does affect the performance of the students due to their lack of proficiency in English language. An attempt is also made to understand the teaching staffs’ attitude towards such students English language difficulties.

  17. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    La prochaine session se déroulera du 04 octobre 2004 au 11 février 2005 (interruption de 3 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web : http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants ...

  18. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  19. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  20. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people ...

  1. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people w...

  2. Thinking in English: A New Perspective on Teaching ESL

    Science.gov (United States)

    Muciaccia, John B.

    2011-01-01

    "Thinking in English" represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of…

  3. Annotated Bibliography of Research in the Teaching of English.

    Science.gov (United States)

    Brown, Deborah; Beavis, Catherine; Kalman, Judith; Gomez, Macrina; Rijlaarsdam, Gert; Stinson, Anne D'Antonio; Whiting, Melissa E.

    2003-01-01

    Presents a selected bibliography of research in the teaching of English published between July and December of 2002. Addresses topics including bilingual/foreign language education, discourse processes, literacy, professional development, reading, technology and literacy, and writing. (SG)

  4. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in...

  5. Language Training: English

    CERN Multimedia

    Françoise Benz

    2005-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from Januar...

  6. Second Language Acquisition and Language Teaching

    OpenAIRE

    Elsa Tragant; Carmen Muñoz

    2004-01-01

    After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998), four macro-options...

  7. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    Science.gov (United States)

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David

    2010-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and…

  8. Positivity of the English language

    CERN Document Server

    Kloumann, Isabel M; Harris, Kameron Decker; Bliss, Catherine A; Dodds, Peter Sheridan

    2011-01-01

    Within the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Previous findings are mixed: suggestive evidence of a positive bias has been found in small samples of English words [1-3], framed as the Pollyanna Hypothesis [3] and Linguistic Positivity Bias [1], while the experimental elicitation of emotional words has instead found a strong negative bias [4]. Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is surprisingly invariant with respect to frequenc...

  9. Culture Teaching in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Li Sun

    2013-02-01

    Full Text Available The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language education is a problem countered by language teachers throughout all universities and colleges in the world. Language is one of the most important carriers of culture and reflects the latter. Without language, culture would not be possible. The basic goal of learning a foreign language is to acquire the communicative competence, while the development and improvement of such competence is to some extent dependent of efficient and scientific teaching approach. Byram has defined the notion of cultural studies in foreign language education and put forward a model for teaching foreign language and culture. Shen Chen has put forward a proposal for developing Chinese foreign language learning learners culture creativity as an attempt to search for away through the difficulties. His cultural creativity refers to a kind of ability that only can be gotten by knowledge acquiring in foreign culture, existed in language and  more than language itself, in the process of using such knowledge inter-cultural communication with others and creating new way of thinking for a new way of action. The students can get a further understanding of the target culture which will without doubt promote their understanding and command of competent communication in the target language.

  10. Teaching in English Is Not Necessarily the Teaching of English

    Directory of Open Access Journals (Sweden)

    Julian Chapple

    2015-02-01

    Full Text Available Described as a “galloping” phenomenon now considered “pandemic” in proportion, the use of English as the lingua franca medium of instruction (EMI at higher education institutions (HEIs across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation’s universities are increasingly offering classes–and even entire courses–in English. Seen by some as a panacea for jump-starting the nation’s stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.

  11. Un currículo interdisciplinario de base teórica para enseñar inglés como segunda lengua / An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language

    Scientific Electronic Library Online (English)

    Brenda O, Fuentes; Francisco, Soto Mas; Erika, Mein; Holly E., Jacobson.

    2011-07-01

    Full Text Available Para los inmigrantes hispanos de los Estados Unidos (EEUU) aprender inglés (L2) es considerado necesario para progresar y funcionar en la sociedad, y hay una gran demanda de clases de inglés como segunda lengua o English as a Second Language (ESL). A pesar del reconocido beneficio individual y socia [...] l de los programas de ESL, todavía se debe potenciar la investigación de estrategias educativas eficaces en los diferentes aspectos del aprendizaje del inglés como segunda lengua. Este artículo describe una estrategia pedagógica de base teórica incorporada en un currículo de ESL para hispanos inmigrantes adultos en la frontera entre EEUU y México. Igualmente el presente artículo describe la implementación y evaluación del currículo mediante métodos cuantitativos y cualitativos. Los resultados cuantitativos indican que los participantes mejoraron significativamente su nivel de L2. Además, los resultados cualitativos sugieren que los participantes recibieron satisfactoriamente tanto el contenido como la metodología pedagógica del currículo, y en general declararon haber tenido una experiencia positiva con la clase. Este trabajo podría servir de modelo para la enseñanza de una segunda lengua para adultos. Abstract in english Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. As a consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs, both at the individual and soci [...] al levels, more research is needed to identify education strategies that effectively promote all aspects of learning English as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specifically designed for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum as well as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate that the participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impacted by both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It can be concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults.

  12. First Language Acquisition and Teaching

    Science.gov (United States)

    Cruz-Ferreira, Madalena

    2011-01-01

    "First language acquisition" commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child's natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. "First language teaching" concerns schooling in…

  13. ENGLISH LANGUAGE FOR GLOBAL COMMUNICATION

    Directory of Open Access Journals (Sweden)

    S.KRUPA SHEELA

    2013-03-01

    Full Text Available The process of globalization that accelerated during the last decade of the twentieth century is generally associated with easier and increased cross-border capital flows, trade, and integration of world markets. There had been another globalizing influence quietly taking hold and spreading through the twentieth century which has been continuing to do so in the twenty-first too that is the English language. English emerged as the lingua franca of the world in the twentieth century, and promises to grow in that stature in the twenty-first. Its presence is overwhelming: in education, business, research, science and technology, entertainment, the Internet, and almost every other sphere of human engagement. According to estimates, it is spoken by some two billion people at various levels of fluency around the world, including 380 million native speakers (people in the US, UK, Canada, Ireland, and Australia, and those who learn it as a second or foreign language. Even though, in numbers, this is just about a third of the world's population, the geographical and domain spread of English is greater than that of any other language. In a sense, English is being globalized as well as acting as a globalizer (Betty Kirkpatrick : 2005.This paper cites how English Language is becoming a source of competitive advantage in the new age knowledge economy, keeping in view the imperial pursuits and spread of culture as well as an employability

  14. Teaching To Speak – Strategies To Enhance The Spoken English Of Prospective Teachers

    OpenAIRE

    Joycilin Shermila, A.

    2013-01-01

    To teach the skill of speaking is to teach the learners to produce English sounds correctly using vocabulary in grammatically correct sentences coherently and fluently. Learners are to use English confidentially. It is imperative for teachers to use methods and techniques to kindle interaction in the second language classroom. Speaking has a crucial place in second language learning and teaching. Task based language teaching will encourage students to communicate in English fluently and effec...

  15. Ensino da Língua Inglesa: contribuições da fonética, fonologia e do processamento auditivo / English Language Teaching: phonetics, phonology and auditory processing contributions

    Scientific Electronic Library Online (English)

    Letícia Maria Martins, Araújo; Mariza Ribeiro, Feniman; Fernanda Ribeiro Pinto de, Carvalho; Simone Aparecida, Lopes-Herrera.

    2010-09-01

    Full Text Available TEMA: inter-relação da fonética, fonologia e processamento auditivo no ensino da Língua Inglesa. OBJETIVOS: verificar se o contato prévio com o sistema fonético da Língua Inglesa favorece o aprendizado geral desta língua em falantes do Português como segunda língua (L2), e verificar o desempenho dos [...] participantes em um teste do processamento auditivo anterior e posterior ao ensino da L2. MÉTODO: participaram oito estudantes universitários que estudaram a Língua Inglesa somente no ensino médio, divididos em dois grupos: grupo controle - submetido apenas ao curso de Inglês - e grupo experimental - submetido à aulas de fonética da língua inglesa anteriores ao curso de Inglês. Os participantes foram submetidos ao teste de processamento auditivo e a um teste oral em inglês (Oral Test) antes e após as aulas. Foram analisados os dados dos testes anteriores e posteriores às aulas. RESULTADOS: estes foram expressos estatisticamente por meio do teste t student e mostraram que não houve diferença nos testes entre os grupos. Os escores indicaram melhor atuação do grupo controle ao responder as perguntas em Inglês no Oral Test. Houve melhor execução do grupo experimental no processamento auditivo após ser submetido às aulas de fonética e ao curso de Inglês. CONCLUSÃO: o conhecimento prévio básico da língua inglesa não favoreceu o aprendizado geral (melhora na pronúncia) da segunda língua do grupo como um todo, mas melhorou a capacidade de processamento temporal no teste realizado. Abstract in english BACKGROUND: interrelation of phonetics, phonology and auditory processing in English Language Teaching. AIM: to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individua [...] ls in an auditory processing test prior to and after being taught L2. METHOD: participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. RESULTS: these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. CONCLUSION: prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

  16. Multimedia College English Teaching: Defects and Countermeasures

    Directory of Open Access Journals (Sweden)

    Chuanzhen Wu

    2011-08-01

    Full Text Available It is a widely accepted belief among college English teachers who have tried Multimedia college teaching that college English teaching under the circumstance of Multimedia makes the English classroom a fascinating place. However, the defects of Multimedia college English teaching are born with its advantages over traditional college English teaching. The present writer intends to make an analysis of its defects and provide feasible countermeasures.

  17. Multimedia College English Teaching: Defects and Countermeasures

    OpenAIRE

    Chuanzhen Wu

    2011-01-01

    It is a widely accepted belief among college English teachers who have tried Multimedia college teaching that college English teaching under the circumstance of Multimedia makes the English classroom a fascinating place. However, the defects of Multimedia college English teaching are born with its advantages over traditional college English teaching. The present writer intends to make an analysis of its defects and provide feasible countermeasures.

  18. ENGLISH LANGUAGE FOR GLOBAL COMMUNICATION

    OpenAIRE

    Krupa Sheela, S.

    2013-01-01

    The process of globalization that accelerated during the last decade of the twentieth century is generally associated with easier and increased cross-border capital flows, trade, and integration of world markets. There had been another globalizing influence quietly taking hold and spreading through the twentieth century which has been continuing to do so in the twenty-first too that is the English language. English emerged as the lingua franca of the world in the twentieth century, and promis...

  19. English as an Asian Language

    OpenAIRE

    Kachru, Braj B.

    1998-01-01

    This paper outlines the dimensions of Asia's English, which constitutes a world of its own in linguistic, cultural, interactional, ideological, and political terms. The questions this paper raises are: What conditions must a transplanted colonial language satisfy to be accepted as part of the colonized's linguistic repertoire? Why not consider Asian Englishes as part of a local pluralistic linguistic heritage? Answers to these questions demand redefining the concept of «nativeness» and type...

  20. Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia

    Directory of Open Access Journals (Sweden)

    Escobar Alméciga Wilder Yesid

    2013-04-01

    Full Text Available This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: Visión 2019 issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It characterizes discursive strategies which, in turn, unveil power structures, means of control, and subject positioning of submission and dominance inherent in three main categories: Being bilingual, being successful, and being Colombian. It concludes that discourses are being strategically employed by the Colombian Ministry of National Education to change or preserveideologies and to widen gaps between socio-economic groups to protect the interests of only a small segment of the population.Este reporte postula una problemática de relaciones desequilibradas de dominio, poder, control y de la desproporcionada distribución de recursos en la enseñanza del inglés en Colombia, lo cual es perpetrado por discursos que moldean la identidad, en el documento Educación: Visión 2019 publicado por el Ministerio de Educación Nacional de Colombia. El estudio sigue los principios del análisis crítico del discurso. Esta investigación caracteriza estrategias discursivas que a su vez develan estructuras de poder, medios de control, y posicionamiento de sumisión y dominio en tres categorías: ser bilingüe, ser exitoso y ser colombiano. El estudio sugiere que el Ministerio de Educación Nacional está empleando discursos para manipular ideologías y generar inequidad entre grupos sociales en tanto que protege los intereses de un segmento de la población exclusivamente. 

  1. Language Ability of Young English Language Learners: Definition, Configuration, and Implications

    Science.gov (United States)

    Gu, Lin

    2015-01-01

    In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided…

  2. Understanding the role of culture during teaching and learning through English second language at a university of technology / Dorothea Susanna Vosloo

    OpenAIRE

    Vosloo, Dorothea Susanna

    2011-01-01

    This study focuses on understanding the role of culture during teaching and learning through English L2 at the University of Technology; determine the fundamental nature of culture; gain a better understanding of the role of cultural factors that influence L2 teaching and learning of the 1st year students; and propose possible solutions to deal with problems caused by the influence of culture on teaching and learning through English L2. South Africa is a multicultural and multilingual country...

  3. Towards the Integration of Mobile Phones in the Teaching of English Language in Secondary Schools in Akure, Nigeria

    OpenAIRE

    Ogunduyile Abimbola. O

    2013-01-01

    The advent of ICT comes with its attendant students’ accessibility to information. Teaching these digital age 21st century learners requires adaptive and technological induced methods by educators.  The Global Satellite Mobile (GSM) provides learners greater accessibility to the internet which makes it easier for them to learn under certain controlled situations. This paper, therefore, investigated the possibilities of using mobile technology in the teaching and learning of the Eng...

  4. History of the English Language

    Science.gov (United States)

    This frequently updated site provides a directory of quality sites related to the historical study of English. The sites are categorized by historical periods with sections on syllabi and conferences rounding out the site. The annotations are brief, but informative, often including helpful technical information about the resource. Directions are provided for subscribing to the History of the English Language discussion list, and interested users can access archives of past discussion threads. The site is maintained by Dan Mosser at the English Department of Virginia Tech.

  5. SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden

    OpenAIRE

    Draper, Elaine

    2010-01-01

    My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; ...

  6. An analysis of lesson plan design for teaching ESL learners with limited English language proficiency / B. Slater

    OpenAIRE

    Slater, Brenche

    2011-01-01

    According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As ...

  7. The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as A Foreign Language

    OpenAIRE

    Iakovos Tsiplakides; Areti Keramida

    2010-01-01

    Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students’ behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The self-fulfilling prophecy effects of teacher expectations are an important, yet not adequately appreciated affective variable in second and foreign language learning. In this arti...

  8. Libras no ensino de inglês mediado pelas novas tecnologias: desafios e possibilidades / "Libras" (Brazilian Sign Language) in the Technology-Mediated Teaching of English: Challenges and Possibilities

    Scientific Electronic Library Online (English)

    Kátia Cristina do Amaral, Tavares; Ana Paula Pires de, Oliveira.

    1045-10-01

    Full Text Available Este estudo investiga a perspectiva de professores, intérpretes e alunos sobre o ensino de inglês mediado pelo uso das novas tecnologias e da Língua Brasileira de Sinais (Libras) em uma escola pública inclusiva, a fim de identificar os desafios enfrentados por eles nesse contexto e apontar possíveis [...] formas de superá-los. Os dados foram gerados através de questionários, entrevistas, grupo focal, diário de pesquisa e gravação de aulas em vídeo. As aulas analisadas foram ministradas para uma turma de sétimo ano na sala de informática. Através da análise qualitativa dos dados, os desafios e as possibilidades observados foram agrupados em quatro núcleos de significado: (1) a mediação de três línguas: Libras, português e inglês; (2) a mediação do intérprete de Libras; (3) o professor e o uso de Libras; (4) a mediação da tecnologia. Abstract in english This exploratory study investigates teachers', interpreters' and students' views about the teaching of English with the mediation of new technologies and of Brazilian Sign Language (Libras) in an inclusive public school in order to identify the challenges faced by the participants in such a context [...] and point out possible ways of overcoming them. Data were generated through questionnaires, interviews, focus groups, research diaries, and video recordings of lessons. The analyzed lessons were taught to a seventh grade class in the school's computer room. Through qualitative data analysis, the challenges and possibilities observed were grouped in four meaning categories: (1) the mediation of three languages: Libras, Portuguese, and English; (2) the mediation of the Libras interpreter; (3) the teacher and the use of Libras; (4) the mediation of technology.

  9. Teaching English Rhythm by Using Songs

    OpenAIRE

    Pham Thi Viet An; Luu Trong Tuan

    2010-01-01

    Songs become the most valuable educational tool that aids the language acquisition as well as the whole learner’s physical and mental development. In this paper, attention is given to rhythm of English under the subtopics: definitions of rhythm and its related theory to metrical phonology. Rhythm teaching is dealt with perspective...

  10. Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

    Science.gov (United States)

    Hinton, Leanne

    2011-01-01

    Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

  11. Use of English Corpora as a Primary Resource to Teach English to the Bengali Learners

    Science.gov (United States)

    Dash, Niladri Sekhar

    2011-01-01

    In this paper we argue in favour of teaching English as a second language to the Bengali learners with direct utilisation of English corpora. The proposed strategy is meant to be assisted with computer and is based on data, information, and examples retrieved from the present-day English corpora developed with various text samples composed by…

  12. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca / El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca

    Scientific Electronic Library Online (English)

    Gillian, Mansfield; Franca, Poppi.

    2012-04-01

    Full Text Available Debido a los procesos de globalización, la función del inglés como herramienta internacional o como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto universita [...] rio italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global. En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés chino y llevando a cabo actividades sencillas de concordancias. Abstract in english The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers [...] should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.

  13. Broadsheet English: Teaching English through Newspaper Articles

    Science.gov (United States)

    Akdemir, Ahmet Selcuk; Barin, Muzaffer; Demiroz, Hakan

    2012-01-01

    In this study it is aimed to debate whether newspaper articles can be used as speaking materials in foreign language courses as they include most actual and living language patterns by all means. A quasi-experimental study has been carried out at Vocational School of Tourism and Hotel Services of Erzincan University. Thirty-eight preparatory…

  14. Introducing the English Progressive in the Classroom: Insights from Second Language Acquisition Research.

    Science.gov (United States)

    Vogel, Thomas; Bahns, Jens

    1989-01-01

    Demonstrates the relevance of second language teaching by discussing the English progressive aspect. Suggestions are made for how the teaching of the progressive to beginners of English could be improved. (Author/VWL)

  15. Applying Innovative Spirit to Multimedia Foreign Language Teaching

    OpenAIRE

    Zhuo Zhu

    2010-01-01

    It has become many English educators’ common view as well as spontaneous action to implement multimedia-assisted foreign language teaching. It is the advanced media technology that has changed the former teaching pattern. However, will such a teaching pattern achieve success? Under new circumstances, multimedia foreign language teaching seems a challenge for teachers. Only with innovative educational ideas, innovative implementation of new technologies and methods will the teaching efficien...

  16. Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language (La enseñanza del inglés a través de historias: una forma divertida y significativa para que los niños aprendan el idioma)

    Science.gov (United States)

    Porras González, Nohora Inés

    2010-01-01

    This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional…

  17. Error correction in english teaching

    OpenAIRE

    ??????????, ?.?.

    2013-01-01

    There are two different ways to develop competence in a language: language acquisition and language learning. Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but

  18. MULTIPLE CHOICE ENGLISH GRAMMAR TEST ITEMS THAT AID ENGLISH GRAMMAR LEARNING FOR STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE

    OpenAIRE

    D. Wagiman Adisutrisno

    2008-01-01

    In the teaching of English as a foreign language in Indonesia, the teaching and testing of English grammar are indispensable. To test English grammar mastery, the multiple choice test must be used due to its merit of guaranteeing the fulfillment of the content validity of achievement tests. Unfortunately, the construction of many multiple choice test items has not been based on a very important consideration to aid learning processes. This paper discusses the need to use multiple choice test ...

  19. The Effect of EFL Teachers’ Attitude toward English Language and English Language Proficiency on Their Sense of Efficacy

    OpenAIRE

    Farzaneh Sabokrouh

    2013-01-01

    Researchers in education have documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of TESOL, inquiry into teachers’ sense of efficacy is extremely scarce. The present study, by adopting the notion of teachers’ sense of efficacy as the theoretical framework, has explored Iranian English Institute teachers’ confidence in teaching English. The study has also examined teachers’ attitudes toward the English language...

  20. Model of English Teaching for Future Employees in China’s Petroleum Production Industry

    OpenAIRE

    Min Guo; Qun ZHONG

    2014-01-01

    Model of English teaching in non-native English speaking countries are very important in English Education, especially in the discipline of teaching English as a second language. Therefore English teaching design requires more specificity, especially for special purposes such as teaching English for industrial workers. Experience indicates that the “1+1 model”?one year for acquiring basic knowledge plus one year for site training and practices in oil fields?is an effective approach fo...

  1. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca El debate del inglés como lengua extranjera o como lengua franca: sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza del inglés como lengua franca

    Directory of Open Access Journals (Sweden)

    Gillian Mansfield

    2012-04-01

    Full Text Available The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.Debido a los procesos de globalización, la función del inglés como herramienta internacional o como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global. En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés chino y llevando a cabo actividades sencillas de concordancias.

  2. The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as A Foreign Language

    Directory of Open Access Journals (Sweden)

    Iakovos Tsiplakides

    2010-05-01

    Full Text Available Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students’ behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The self-fulfilling prophecy effects of teacher expectations are an important, yet not adequately appreciated affective variable in second and foreign language learning. In this article we present the theoretical background on teacher’s expectations for their students. We also describe the sources of teachers’ expectations and the ways through which teachers communicate expectations to students. We finally deal with the pedagogical implications, offering suggestions about how teachers might become more successful in communicating high expectations.  Keywords: self-fulfilling prophecy, teacher expectations

  3. Questioning Linguistic Instrumentalism: English, Neoliberalism, and Language Tests in Japan

    Science.gov (United States)

    Kubota, Ryuko

    2011-01-01

    Linguistic instrumentalism, which underscores the importance of English skills for work and for achieving individual economic success, has influenced language education policies and proliferated the language teaching and testing industry in Japan. Linguistic instrumentalism is linked to the notion of human capital (i.e., skills deemed necessary…

  4. Enhancing English Learners' Language Development Using Wordless Picture Books

    Science.gov (United States)

    Louie, Belinda; Sierschynski, Jarek

    2015-01-01

    This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

  5. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    Science.gov (United States)

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. PMID:25784501

  6. How to Achieve Authentic Context in Classroom Oral English Teaching

    OpenAIRE

    Xiaomei Yang

    2010-01-01

    Teaching oral English in traditional classroom setting is the main way conducted in China, which is artificial and not very helpful in language learning. Based on some SLA theories, this article discusses some methods to achieve authentic context in classroom oral English teaching, including ways to optimize classroom setting and classroom instruction. We hope these suggestions can give inspiration to teachers who conduct their work in a classroom.

  7. Teaching Oral English in Higher Education: Challenges to EFL Teachers

    Science.gov (United States)

    Chen, Zan; Goh, Christine

    2011-01-01

    This paper investigates difficulties that teachers encounter in teaching oral English in higher education in the English as a foreign language (EFL) context. Open-ended question surveys and semi-structured interviews were used to elicit data. There were 331 EFL teachers from 44 universities in 22 cities across China that responded to the survey…

  8. On English Teaching in Maritime Colleges

    OpenAIRE

    Jiang Shen; Honggui Wang

    2011-01-01

    According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and countermeasures on how to improve English teaching in maritime specialty of Chinese colleges. Hopefully advanced sailors with high quality and adapting modern na...

  9. Teaching Spoken English in Classroom Under Cultural Context in China

    Directory of Open Access Journals (Sweden)

    Lei WANG

    2015-04-01

    Full Text Available During the process of globalization, English plays an indispensable role in the communication of people. As for Chinese college students, how to improve their spoken English proficiency is a troublesome problem. This paper analyzes several reasons why students’ speaking competence is hard to improve and reviews various spoken English teaching methods in the development of foreign language teaching process and proposes that teaching spoken English in classroom under cultural context is an effective method to promote spoken English proficiency of non-English majors. Foster cultural awareness is the essential part. Some practical classroom teaching procedures are presented, together with some puzzles. Without doubt, intercultural exchanges become more and more frequent. Comprehension of the culturally-loaded words plays an important role in avoiding communicative failures and improving intercultural communication.

  10. Language Identity among Iranian English Language Learners: A Nationwide Survey

    Science.gov (United States)

    Rezaei, Saeed; Khatib, Mohammad; Baleghizadeh, Sasan

    2014-01-01

    The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was…

  11. Contribution of Bilingualism in Language Teaching

    OpenAIRE

    Muhammad Aslam Sipra

    2013-01-01

    This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students’ communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design involving questionnaires, classroom observations and semi-structured interviews. The data part analyzed the students and the teachers’ expressed r...

  12. Cognitive Apprenticeship --- An Effective Learning Mode in the College English Listening Teaching

    Directory of Open Access Journals (Sweden)

    Guoqian Shan

    2009-02-01

    Full Text Available An analysis has been made on the existing problems in the traditional process of foreign language teaching in China; and with the help of the theory of cognitive apprenticeship, a further study has been conducted on the effective learning mode in the process of college English listening teaching. An empirical study on the graded English teaching, conducted in the university where the author works, has been made to indicate that the use of multi-media and network technology in the English listening teaching can, to a large extent, improve the language learning environment, develop the student language competence and boost college English teaching in China.

  13. Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools

    Science.gov (United States)

    Lim, Chap Sam; Presmeg, Norma

    2011-01-01

    This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

  14. Vocabulary and language teaching

    CERN Document Server

    Carter, Ronald

    2014-01-01

    The material in this book reviews work dating back to the vocabulary control movement in the 1930s and also refers to more recent work on the role of lexis in language learning. Two chapters describe the main foundations of lexical semantics and relevant research and pedagogical studies in vocabulary and lexicography; and a further chapter discusses recent advances in the field of lexis and discourse analysis. There is also a series of specially commissioned articles which investigate the structure and functions of the modern English lexicon in relation to its exploitation for classroom vocabu

  15. English Teaching Profile: Yemen Arab Republic.

    Science.gov (United States)

    British Council, London (England). English Language and Literature Div.

    A description of the role and status of the English language in the Yemen Arab Republic begins with a general statement concerning the distribution of English speakers and the use of English language materials. Subsequent sections outline: (1) the use and status of English within the educational system at all levels, including teacher education;…

  16. La anglofonia y literaturas poscoloniales en la ensenanza de ingles como lengua extranjera (Anglophonism and Postcolonial Literature in Teaching English as a Second Language).

    Science.gov (United States)

    Zoreda, Margaret Lee

    This paper, written in Spanish, focuses on the instruction of English as a Second Language in the context of cultural understanding, rather than from a purely linguistic point of view. It argues that foreign language instruction should include lessons in the field of sociology, anthropology, history, geography, politics, the arts, and popular…

  17. English Language Proficiency Levels among Non-Native EFL Teachers: An Exploratory Investigation.

    Science.gov (United States)

    El-Banna, Adel Ibrahim

    A study compared the English language proficiency levels of three groups of non-native English-speakers who teach English as a second language (ESL) in Egypt. The three groups were: (1) graduates of a department that was not an English department; (2) graduates of English departments; and (3) seniors in one Egyptian university's English

  18. Effects of Learning Beliefs of Pre-Service Teachers at an English as a Foreign Language Certificate Program on Their Practice Teaching

    Science.gov (United States)

    Incecay, Gorsev

    2011-01-01

    The purpose of the current study is to explore the effects of pre-service teachers' language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes…

  19. English Language Assessment in Malaysia: Teachers’ Practices in Test Preparation

    OpenAIRE

    Soubakeavathi Rethinasamy; Looi-Chin Ch’ng

    2013-01-01

    In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive ...

  20. Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective

    Directory of Open Access Journals (Sweden)

    Attapol Khamkhien

    2010-02-01

    Full Text Available To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas.  However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes.  Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and pronunciation need to be considered.  To enhance Thai learners’ English performance and the quality of the speaking tests, this paper has three principal objectives.  First, this paper presents English language teaching, as well as teaching English speaking in the Thai context.  Then, it highlights the significance of the test format as it is the main tool and indicator for scoring performance and analytic rating methods.  Lastly, the paper addresses major problems found in the speaking tests to elucidate certain facts about learners’ speaking ability and English instruction in the Thai context.  Some pedagogical implications of the study are discussed for learning and teaching speaking to second or foreign language learners.

  1. Teaching English for the First Time: Anxiety among Japanese Elementary-School Teachers

    Science.gov (United States)

    Machida, Tomohisa

    2011-01-01

    English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English.…

  2. NEW APPROACHES TO TEACHING BUSINESS ENGLISH FOR TOURISM STUDENTS

    Directory of Open Access Journals (Sweden)

    Simion Otilia Minodora

    2013-04-01

    Full Text Available Tourism is a service - sector which has proved to be constant in times of economic crisis and will continue to grow at a rapid pace in the 21st century and thus communication in foreign languages is vital for this field. However, English, the lingua franca of our century, remains a difficult language to master and , with the emphasis on science and professional subjects, language studies are often neglected in universities The present paper examines a few steps in the development of Business English and some new approaches to teaching Business English to tourism students considering the fact that recently, due to the changes going on in the labour market, there has been a shift in the students’ needs and a subsequent shift in the pedagogy of teaching Business English students in tourism By and large Business English is also a very difficult task, because it has to face both the challenges of teaching a foreign language and those of having that very foreign language become another language in itself through its specialized vocabulary with a double communication task. This must be added to the ever new communication skills required of our graduates in the labour market.

  3. Culture in foreign language teaching

    OpenAIRE

    Claire Kramsch

    2013-01-01

    In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target cult...

  4. What do English language teachers need to know about English as an International Language?

    OpenAIRE

    Guerra, L

    2012-01-01

    Some applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to non-native speakers of English communicating with native speakers of English, English as an international language can be defined as “that English in all its linguistic and sociolinguistic aspects which is used as a vehicl...

  5. Radio language teaching in Kenyan sch

    OpenAIRE

    Maurice Imhoof

    2013-01-01

    The Radio Language Arts Project in Kenya is currently testing the feasibility of using radio intensively to serve as the major medium of English instruction in the formal classroom setting. The project, now in its third and final year of lesson development and experimentation, is evaluating the effectiveness of radio in teaching English to children in the first three primary grades. The thirty-minute, daily broacasts are part of the normal school curriculum. Preliminary results show substanti...

  6. El cine anglofono en la ensenanza de ingles (Anglophone Films in the Teaching of English).

    Science.gov (United States)

    Zoreda, Margaret Lee

    The use of English-language films as tools for teaching English as a Second Language (ESL) at the university level is examined. The perspective in this paper is that both strong communicative skills and cross-cultural understanding are crucial components of ESL instruction, thus authentic English-language films (i.e., those made for the…

  7. The Language Growth of Spanish-Speaking English Language Learners

    Science.gov (United States)

    Rojas, Raul; Iglesias, Aquiles

    2013-01-01

    Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

  8. My experience teaching English to young learners and teenagers: Some reflections

    OpenAIRE

    Mahecha Sánchez Rocío

    2003-01-01

    In spite of the harsh environment teachers from the official sector have had to work in, teaching English to children and young learners is a challenging, demanding, hard, but pleasant activity. I am going to write about my experience teaching primary and high school, the difficulties I have encountered, and also the satisfaction of doing my best in this profession. Key words: English-Teaching, Children Second Language Acquisition, Adolescents Second Language Acquisition, Teaching...

  9. A Study on the Reasons for the Inefficiency of College English Teaching and Some Tentative Countermeasures

    OpenAIRE

    Zhaogang Wang

    2013-01-01

    On the basis of a survey, the reasons for the inefficiency of current College English teaching are examined. First, the traditional learning methodology is entrenched and the concepts and ideology of language teaching are outdated. Second, the social and learning environment resulted in the conflicts between the purpose of English teaching and the nature of language as a tool of communication. Third, textbooks and teaching materials cannot meet the requirements of social development and pract...

  10. Materials for Language Learning and Teaching. Anthology Series 22.

    Science.gov (United States)

    Das, Bikram K., Ed.

    Papers from a seminar on instructional materials for second language teaching include the following: "Co-Operative Language Learning: What's News?" (Ted Rodgers); "Principles of Communicative Task Design" (David Nunan); "Teaching Spoken English in the Non-Native Context: Considerations for the Materials Writer" (Mary W. J. Tay); "The Texts for…

  11. Reading Aloud in the Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Liangguang Huang

    2010-03-01

    Full Text Available Some students, who attach no importance to reading aloud, believe that the reading and writing should follow the listening and speaking. However, “reading aloud” plays an important role in the English learning process. Why must we read aloud? First of all, English is a kind of phonic language, which uses the alphabetic writing. Moreover, English is a subject with practice. At the same time, “reading aloud” also is an important part in education for all-around development, which has several functions in English teaching. But in recent years, some English teachers paid more attention to the accumulation of reading skill than to reading itself, and neglected to foster the reading practice ability. Some teachers even believe that it is enough to make the students to open their mouths. In fact, reading aloud in English Teaching is very demanding.

  12. State Funding Mechanisms for English Language Learners

    Science.gov (United States)

    Millard, Maria

    2015-01-01

    Research is clear that English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction.1 Like all supplemental services, these necessary supports require additional funding above the average per-student amount. The federal government provides grant…

  13. TEACHING ENGLISH IN SEVERAL CENTRAL AND EASTERN EUROPEAN COUNTRIES

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    Sim Monica Ariana

    2008-05-01

    Full Text Available The Central and Eastern European countries find themselves at present, following a period of transition in all domains, education included. One of the greatest challenges is providing sufficient foreign language education so as to meet the growing demand especially after along period of time when foreign languages were seriously and damagingly neglected. This paper is an attempt to briefly present the way English language is taught in several Central and Eastern European Countries as well as to underline the importance of this educational process and maybe to offer some applicable solutions to teaching English in Romania

  14. Cooperative Language Learning and Foreign Language Learning and Teaching

    OpenAIRE

    Yan Zhang

    2010-01-01

    The paper tries to show the positive effects of cooperative language learning on foreign langue learning and teaching. Compared with traditional language teaching, cooperative language learning conforms to the developmental trend of language teaching method and possesses considerable advantages. In the foreign language learning classrooms, cooperative language learning provides students with the necessary academic and social skills. The paper reveals cooperative learning benefits language lea...

  15. Cooperative Language Learning and Foreign Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Yan Zhang

    2010-01-01

    Full Text Available The paper tries to show the positive effects of cooperative language learning on foreign langue learning and teaching. Compared with traditional language teaching, cooperative language learning conforms to the developmental trend of language teaching method and possesses considerable advantages. In the foreign language learning classrooms, cooperative language learning provides students with the necessary academic and social skills. The paper reveals cooperative learning benefits language learning in many aspects.

  16. What English Language Teachers Need to Know, 2 Facilitating Learning

    CERN Document Server

    Murray, Denise E

    2010-01-01

    Designed for pre-service teachers and teachers new to the field of ELT, "What English Language Teachers Need to Know I and II" are companion volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus througho

  17. English language and the language of development: A Malaysian perspective

    OpenAIRE

    Hanapiah, Mohd Faisal B.

    2004-01-01

    English language is the main international language. It is also said that English is the language of progress and development. In this age of Internet and globalization, the use of English has increased tremendously. In Malaysia, English has an impact in certain major developmental areas. This paper investigates, analyzes and further explains the interrelationships between English and the process of development in the country. Discussion includes specific parts of interest: the historical bac...

  18. Teaching and Learning English at Tertiary Level: Revisiting Communicative Approach

    OpenAIRE

    Kun-huei Wu

    2011-01-01

    This study aims to discuss students’ and teachers’ awareness of various aspects of Communicative Language Teaching (CLT) and in light of the results, consider the pedagogical implications. Participants consist of nine non-native English teachers and 286 students in Taiwan’s universities. Data was collected through an attitude scale and interviews with the participants. Analytical results revealed that most of the students preferred the communicative-learning teaching approac...

  19. English Language Teachers’ Efficacy Beliefs: Validation of the Instrument

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    Reza Rezvani

    2013-07-01

    Full Text Available Despite the vast studies on the measurement of teachers’ sense of efficacy, little has been done in the domain of Teaching English as a Foreign Language (TEFL. Hence, this study was motivated by a practical need to develop and validate a teacher efficacy questionnaire in TEFL. To this end, the questionnaire (English Language Teachers’ Efficacy Beliefs Questionnaire (ELTEBQ was developed through semi-structured interviews with English university instructors of universities in Iran and a review of relevant literature. In order to validate the instrument it was administrated to 65 English language instructors. The result of factor analysis revealed a six-factor solution with a reliability index (Cronbach’s Alpha of 0.82.Keywords: English language instructors, Teacher efficacy, Factor analysis    

  20. English Language Classroom Practices: Bangladeshi Primary School Children's Perceptions

    Science.gov (United States)

    Shrestha, Prithvi Narayan

    2013-01-01

    English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This…

  1. TBL in English language learning in Macau: effects on Chinese tertiary learners' beliefs and motivations

    OpenAIRE

    Lau, Ines

    2009-01-01

    Developing effectiveness in learning is the goal of teaching. In order to achieve this goal and to bridge the gap between teaching and learning in the EFL classroom, SLA researchers in the past decades have become increasingly interested in pedagogical conceptions, such as Learner-centredness, Communicative Language Teaching, and Task-Based Language Learning (TBL). In particular, research into TBL pedagogy has had an important influence on the field of English language teaching in recent ye...

  2. Experiencias interculturales y la pedagogia de la anglofonia en la ensenanza de ingles como lengua extranjera (EILE) desde una perspectiva deweyana. Working Paper (A Deweyan Perspective on Cross-Cultural Experiences and Anglophone Pedagogy in the Teaching of English as a Foreign Language. Working Paper).

    Science.gov (United States)

    Zoreda, Margaret Lee

    This paper discusses a framework for teaching English as a foreign language that incorporates significant cultural content and fosters critical encounters with Anglophone culture. It reviews relevant contemporary perspectives for understanding cross-cultural processes within the foreign language teaching environment with emphasis on the issue of…

  3. Exporting Language Teaching Methods from Canada to China.

    Science.gov (United States)

    Sampson, Gloria Paulik

    1984-01-01

    Explores three problems emerging since transfer of Canadian English as second language teaching method to People's Republic of China: (1) assumption that teaching methodologies are exportable and acceptable in same way as modern technology, (2) lack of clarity between scientific and educational theories, and (3) assumption that these teaching

  4. Weblogs for English Language Learning: Students' Perceptions

    Science.gov (United States)

    Wan, Juida; Tan, Bee Hoon

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in…

  5. 14 CFR 221.4 - English language.

    Science.gov (United States)

    2010-01-01

    ...2010-01-01 2010-01-01 false English language. 221.4 Section 221.4...REGULATIONS TARIFFS General § 221.4 English language. All tariffs and other...Department pursuant to this part shall be in the English...

  6. Politeness Theory Applied to the Teaching of the Imperative Mood in English as a Foreign Language Classes:a textbook analysis

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    Aldrovandi, Makeli

    2014-01-01

    Full Text Available This paper consists of five parts. Initially, the concept of Pragmatics is presented. Afterwards, a bibliographic review on Politeness Theory is done (Brown & Levinson, 1987. Following that, the National Curricular Parameters (PCN are analyzed as well as what they suggest to the teaching of a foreign language in Brazilian High Schools, regarding the competences to be developed by the students on this level, as well as the inclusion of the teaching of Foreign Language in a wider area of knowledge, named Language, codes and their technologies. The criteria that the Guide of the National Textbook Program (PNLD uses to indicate the collections that may be adopted by the public schools in the country are verified as well. Based on the PCN and the PNLD Guide, an analysis of two textbooks is carried out. These textbooks are on the list that was approved by the Ministry of Education to be distributed to the schools. The analysis aims at verifying whether there is coherence between the PCN and the textbooks. We have come to the conclusion that, even though the textbooks have a great variety of activities which comprehend the abilities of speaking, writing, listening and reading, they still treat grammar as an element apart, without contextualization nor application to real life interaction. Finally, some suggestions are made about how to include Pragmatics, specifically, Politeness Theory in foreign language classes in High School, starting from what the textbooks themselves offer the students.

  7. Corpus-based language teaching : an African language perspective

    OpenAIRE

    Taljard, Elsabe (Elizabeth)

    2012-01-01

    Studies on corpus-based language teaching are notably absent within the South African educational context; more so with regard to the teaching of African languages. This article explores the possibilities offered by the availability of an electronic corpus to enhance language teaching, and more specifically, the teaching of Northern Sotho as a second additional language at first year university level to first time learners of the language. Particular attention is paid to corpus...

  8. Constructing English Teaching Environment in New Type of College Campus at the E-times --- A Case Study of College English Teaching Reform in Linyi University

    OpenAIRE

    Huaru Chen

    2011-01-01

    Under the great environment of E-times, construction of the new type of college English teaching environment can change the traditional mode centered with classroom teaching and helps to establish a language teaching mode with combination of classroom training and extracurricular independent learning that corresponds with the cognitive rule of students. Based on case of the reform in College English teaching in Linyi University, the author proposed several conceptualizations for building the ...

  9. English language education in India today

    OpenAIRE

    Adami, Esterino

    2012-01-01

    This paper examines the role of English in India and traces the historical background and current position of the language in the country. It then focuses on the ways the English language is taught in different educational settings. He describes the multilingual nature of the country and the ‘Three Language Formula’ launched by the Indian Government in the 1950s, and its repercussions, leading to the divide between English Medium (EM) schools, which allows access to tertiary education and...

  10. The impact of teachers' limited english proficiency on english second language learners in South African schools

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    Norma Nel

    2010-01-01

    Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

  11. The impact of teachers' limited english proficiency on english second language learners in South African schools

    Scientific Electronic Library Online (English)

    Norma, Nel; Heléne, Müller.

    Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learner [...] s. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

  12. New English Teaching Mode in Colleges

    OpenAIRE

    Yanmei Song

    2014-01-01

    In recent years, increasing use of the Internet has changed English teaching methods. In this study, we constitute and propagate one new English teaching mode in colleges. It is three-dimensional which comprises online class, regular class and extracurricular activities. Its three prominent feathers include highlighting the students? important position; highlighting English comprehensive application and autonomous learning ability and extending computer network autonomous learning. Furthe...

  13. "Deadwood" and the English Language

    Science.gov (United States)

    Benz, Brad

    2007-01-01

    In "The New Language of the Old West," "Deadwood"'s creator and executive producer David Milch offers an extended exposition of the television show's language: "Language--both obscene and complicated--was one of the few resources of society that was available to these people.... It's very well documented that the obscenity of the West was…

  14. Interculturalidad y anglofonia en la ensenanza del ingles como lengua extranjera (Interculturalism and Anglophone Studies in the Teaching of English as a Foreign Language).

    Science.gov (United States)

    Zoreda, Margaret Lee; Revilla, Teresa Flores

    This article, written in Spanish, proposes to incorporate the subject "Anglophonism" into the curriculum of English as a Foreign Language (EILE) with a view to providing universities with an intercultural division. It provides a brief summary of John Dewey's philosophy with regard to anthropology, politics, and education. It explains the term…

  15. Transformational Leadership: An Ethnographic Study of Principals' Influence on Instructional Effectiveness of Teaching English Language Learners in Select Elementary Schools

    Science.gov (United States)

    Petersen, Christie M.

    2012-01-01

    This qualitative study was designed to gain an in-depth understanding of the role of the principal in successfully improving English Language Learner (ELL) educational outcomes in high poverty schools based on interviews with five elementary principals who were employed by Hillsboro School District during the SET-R grant from school years…

  16. Living and Learning in Mexico: Developing Empathy for English Language Learners through Study Abroad

    Science.gov (United States)

    Marx, Sherry; Pray, Lisa

    2011-01-01

    This paper provides a qualitative examination of university student experiences with culture, language, and race in a short-term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English

  17. Own-Language Use in Language Teaching and Learning

    Science.gov (United States)

    Hall, Graham; Cook, Guy

    2012-01-01

    Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to…

  18. Why does Testing English Language Skills Really Matter? Issues and Challenges in Pakistani Higher Education

    OpenAIRE

    Muhammad Yousuf Sharjeel and Wasim Qazi

    2012-01-01

    This paper highlights the causes of incompetence amongst the higher education English language teachers in Pakistan to assess the skill-based language competency of non-native English language students. It elaborates the needs for training the faculty members teaching English courses to learn how they can enhance the real potential of their English language students with focus on listening comprehension, speaking, reading comprehension, writing and grammatical structures rather than only a w...

  19. Analysis of the Real Situation of Teaching Reading Comprehension to First Year Students at the Department of English Language and Literature at Al-Zaytoonah Private University of Jordan

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    Basel Al-Sheikh Hussein

    2012-03-01

    Full Text Available There is a trend in teaching foreign languages that advocates the prime importance of teaching reading as a receptive skill before the other productive skills (listening, speaking, and writing.There is also an increasing feeling among teachers and educators that reading should receive a considerable amount of attention in teaching a foreign language.Reading is an essential skill for students not only because it is a source of pleasure and getting information but also because it helps them widen and deepen their knowledge of language. Reading in this sense is not the mere mouthing of words and decoding of every word in every sentence. It is rather the activity that enables the students to go deeper and deeper to get the meaning which is intended by the author. It is the activity that depends largely on comprehension. Accordingly, developing reading comprehension is one of the great aims of teaching English. It is reading comprehension that enables students to pursue their studies and to meet their interests in all fields of knowledge. Thus, reading comprehension should receive more emphasis throughout the teaching process.The importance of this study is to help students realize that they are literary readers and their attempts to go beyond the literal meaning are very limited.Moreover, this study attempts to make students aware of the fact that reading comprehension is a process of thinking, evaluating, judging, imagining, and problem solving.The study yields that:1 First year students lack many important reading comprehension skills which they should have in order to understand fully a piece of writing.2 The textbook adopted in teaching reading comprehension is mainly designed to help create readers to whom the absorbing of the literal meaning of a piece of writing is the ultimate aim of reading comprehension courses.3 Little attention is given to teaching other important reading comprehension skills like the inferential and critical ones.

  20. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    Science.gov (United States)

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  1. Some General Ideas Informing Second Language Teaching Globally: Obstacles to Their Utilisation in Tanzania.

    Science.gov (United States)

    Mushi, Selina L. P.

    1996-01-01

    Examines the teaching of English in Tanzania under four headings: (1) the changing view of language and language syllabus design; (2) the role of sociolinguistic environments in second language learning; (3) the role of objectives in second language teaching; and (4) the emerging trend of documenting second language teachers' classroom practices.…

  2. Teaching of Mathematics and Science in English: The Teachers' Voices

    OpenAIRE

    Mohamad Fadhili Bin Yahaya; Mohd Asri Bin Mohd Noor; Ahmad Azman Bin Mokhtar; Rafizah Binti Mohd Rawian; Mahmod Bin Othman; Kamaruzaman Jusoff

    2009-01-01

    The policy to change the medium of instruction in the teaching of Mathematics and Science from Bahasa Melayu (Malay Language) to English in 2003 is an important innovation affecting not only the students but also teachers of Mathematics and Science. However, how far do the changes affect the teachers is the issue addressed in the paper. In fact the objectives of the study were to investigate the reaction of the mathematic and science teachers to using English as the medium of instruction, the...

  3. Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom

    Directory of Open Access Journals (Sweden)

    Hsuan-Yau Tony Lai

    2013-12-01

    Full Text Available Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture especially in the context of English as a foreign language. However, with the increasingly important status of English as an international language, the ownership of English has been extensively discussed. Scholars have argued that English is no longer in the custody of any particular country or community. Therefore, whether we should address target language culture in the English classroom or not has become a matter of debate. The study aims to explore EFL learners’ perceptions of the ownership of English and acquiring cultural knowledge in the classroom through in-depth interviews. In total, twenty undergraduates, including both English-major and non-English-major students, from three different universities in Central Taiwan participated in the study. The results show that the majority of the participants reject the notion that English belongs to particular countries in today’s world. In terms of acquiring cultural knowledge, they believe that it is necessary to have some target language cultural knowledge (e.g. British culture and/or American culture in the English classroom. However, apart from the target language cultural knowledge, they would also like to explore various cultures worldwide, using English as a communication tool to become global citizens. Therefore, rather than debate whether to teach a specific culture or language model in the English classroom, it is perhaps more meaningful and important to develop a language learner’s intercultural communicative competence. These findings provide some insightful implications for English language teaching professionals and educators in terms of teaching culture in the English classroom.

  4. Words for English-Language Learners

    Science.gov (United States)

    Biemiller, Andrew

    2012-01-01

    It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers…

  5. Core Strategies to Support English Language Learners

    Science.gov (United States)

    Barr, Sheldon; Eslami, Zohreh R.; Joshi, R. Malatesha

    2012-01-01

    Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language

  6. English Loanwords in Spanish Computer Language

    Science.gov (United States)

    Cabanillas, Isabel de la Cruz; Martinez, Cristina Tejedor; Prados, Mercedes Diez; Redondo, Esperanza Cerda

    2007-01-01

    Contact with the English language, especially from the 20th century onwards, has had as a consequence an increase in the number of words that are borrowed from English into Spanish. This process is particularly noticeable in Spanish for Specific Purposes, and, more specifically, in the case of Spanish computer language. Although sociocultural and…

  7. Teaching English as Communication: A Global Perspective.

    Science.gov (United States)

    Savignon, Sandra J.; Yano, Yusakata; Bhatia, Vijay K.; Savignon, Sandra J.

    2003-01-01

    A forum article on teaching English as communication examines the focus on the learning, developing a communicative curriculum, sociolinguistic issues, and teacher education. Two comments are provided on the article, and the author responds to these comments. (Author/VWL)

  8. Cross-Cultural Competence Cultivation in English Reading Teaching

    Directory of Open Access Journals (Sweden)

    Yuanhua CHEN

    2015-03-01

    Full Text Available With the rapid development of science and technology, a variety of modern communication, transportation, and the pattern of global economic integration, cross-cultural exchange is becoming increasingly important and more frequently than before. Successful intercultural communication requires students not only with language skills, but also intercultural competence. Reading as one of the essential social-cultural skills helps people to live and develop in modern society. The purpose of foreign language teaching is to train students to master the practical application of the target language ability, so how to develop students’ cross-cultural competence in English reading class is essential.

  9. Teaching To Speak – Strategies To Enhance The Spoken English Of Prospective Teachers

    Directory of Open Access Journals (Sweden)

    A.Joycilin Shermila

    2013-09-01

    Full Text Available To teach the skill of speaking is to teach the learners to produce English sounds correctly using vocabulary in grammatically correct sentences coherently and fluently. Learners are to use English confidentially. It is imperative for teachers to use methods and techniques to kindle interaction in the second language classroom. Speaking has a crucial place in second language learning and teaching. Task based language teaching will encourage students to communicate in English fluently and effectively. Teachers must provide maximum opportunity to students to speak the target language through a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. This is an experimental study and the investigator has devised few spoken English strategies to enhance the spoken English of prospective teachers. The aim of this paper is to highlight the importance of using spoken English strategies effectively to enhance the spoken English of prospective teachers.

  10. A Cultural Perspective Study on CIE Specialty English Teaching Mode

    Directory of Open Access Journals (Sweden)

    Xiaoqiu HAN

    2015-05-01

    Full Text Available Chinese International Education specialty in Chinese higher education is nowadays confronted with some tough missions, especially teaching mode establishment of the specialty English as a second language. Based on cross-cultural communicative theories and built-in functional requirements of English teaching, we will in this article explicate the cardinal causes and ways of improving of the competence of the students of this specialty to express Chinese culture with English. Over two years’ experimental teaching practice in International Cooperation and Exchange School, Qiqihar University of China, we are convinced, endorsed by our satisfactory feedback and teaching effects, that introducing traditional culture of China into English class is advisable, and the practice is also compulsory for the cultivation of bilingual interdisciplinary talents who will be committed to the development of the least prejudiced cultural exchanges and the transmission of Chinese culture with philanthropism and universal value. Therefore it is of great practical worth for foreign language teaching and global social significance of cultural spreading.

  11. The Relationship between Linguistics and Language Teaching

    OpenAIRE

    Jing Meng

    2009-01-01

    The problem of linguistics in language teaching has been discussed for many years in SLA. Researchers try to find out the relationship between linguistics and language teaching. In this paper, the author gives her own opinion about their relationship on the basis of some linguists’ theories and attempts to show the implication of linguistic theories on the practice of language teaching.

  12. Effects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-major Undergraduates

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    Choudhary Z. Javid

    2013-01-01

    Full Text Available It is reported that language learning is a creative and dynamic process and the learners are active partners in this process. This trend in language teaching motivated the researchers to investigate the learners' individual differences and the identification of language learning strategies (LLS has become a major area of interest in this regard because it is suggested that language learners consciously or unconsciously employ different LLS. This research study investigated LLS used by Saudi English-major undergraduates by using SILL version7. Paired Samples t-test was applied to see if significant differences exist as a result of their GPA differences. The informants of this study were 240 English-major undergraduates (low GPA, 106 & high GPA, 134 enrolled at foreign languages department Taif university. Results reported that the participants with high English language proficiency use language learning strategies more frequently. The participants ranked the metacognitive strategies the highest as compared to other LLS followed by social and cognitive LLS respectively. Among the remaining three categories of LLS, compensation and affective strategies showed mixed preferences but memory strategies were assigned the least mean values by both sample groups. Considering the fact that frequency of LLS usage and English language proficiency are positively linked to each other, it is concluded that it seems necessary to teach language learning strategies explicitly so that even the weaker students should be able to enhance English language proficiency by exploiting a wide range of suitable strategies that are appropriate to different classroom activities and learners' L2 experience.

  13. English Language Teachers' Professional Development and Identities (Identidad y desarrollo profesional de docentes de inglés)

    Science.gov (United States)

    Mora, Alberto; Trejo, Paulina; Roux, Ruth

    2014-01-01

    This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use…

  14. Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers

    Science.gov (United States)

    Rubrico, Jessie Grace U.; Hashim, Fatimah

    2014-01-01

    Engaging non-native pre-service English teachers who are still learning the language themselves requires two tasks: facilitating their language teaching skills and scaffolding their language learning. This action research interfaced Facebook and Photovoice technologies in order to empower participants to be proactive in their language learning and…

  15. Education and Language: Errors in English Language and their Remedies

    OpenAIRE

    Peter Kinyua Muriungi; Mwenda Mukuthuria; Margaret Gatavi

    2011-01-01

    Problem Statement: The current study tries to investigate the nature and typology of errors that primary school pupils in Nembure Division, Embu County, Kenya make in the acquisition of English as a second language. Primary school learners of English as a second language are prone to making numerous errors. This is worrying because good performance in English in Kenya and the world enhances a learner’s choice of prestigious careers especially those that strictly consider English as a specia...

  16. Sociolinguistic Competence and Malaysian Students’ English Language Proficiency

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    Mohan K. Muniandy

    2010-08-01

    Full Text Available This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners' core sociolinguistic competence.

  17. A Survey of Culture Teaching in College English

    Directory of Open Access Journals (Sweden)

    Kezhen LI

    2015-03-01

    Full Text Available This study introduces the condition of culture teaching in college English in China by using the quantitative research method. Through analyzing the quantitative data by means of various inferential statistical procedures, and investigating how the students’ recognition, favorite approach, ideas, and attitudes on culture teaching interact and students’ sex-, major-and place-related differences in culture teaching, the results show that culture learning plays a positive part in learning language. The results also indicate that the degree of the satisfaction on cultural learning of the students is varied by sex, major, grade and place. This phenomenon urges that all the language teachers should find suitable and reliable teaching resource in directing and implementing the language-and-culture teaching. Teacher should adjust and develop the existed content-based instruction into a more feasible way and also take on more responsibilities on the students in the process of learning. This calls for further study in the field of culture teaching.

  18. Connecting Content and Language for English Language Learners

    CERN Document Server

    Smith, Jodene

    2011-01-01

    Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy. This must-have book reviews the author's experiences as a teacher in a diverse instructional setting and discusses the challenges and successes teachers experience in the ELL classroom. 200pp.

  19. Una experiencia de formación inicial de docentes de inglés para la inclusión de las TIC en la enseñanza de lenguas / An Experience of Initial English Teaching Training Incorporating ICT in Language Teaching

    Scientific Electronic Library Online (English)

    Amparo, Clavijo Olarte; Luz Mary, Quintero.

    2012-12-01

    Full Text Available Resumen Este artículo muestra los hallazgos de un estudio realizado con un grupo de 34 estudiantes, de un programa de licenciatura en inglés como lengua extranjera de una universidad pública de Bogotá, que se enfoca en la necesidad de repensar la pedagogía del lenguaje con el fin de promover el desa [...] rrollo de competencias en lengua extranjera y en alfabetización digital en los estudiantes. El estudio analiza la pedagogía utilizada en el ambiente virtual basada en: 1. proyectos colaborativos, 2. debates sobre temas generados por los estudiantes, 3. diseño y construcción de blogs personales y 4. creación de wikis en el espacio de Schoolpedia. Los resultados muestran que la pedagogía propuesta, basada en proyectos colaborativos desarrollados por los estudiantes, representó una experiencia de aprendizaje del idioma enriquecida con la inclusión de TIC. De esta forma, podría convertirse en un modelo para ellos como futuros docentes. Esta experiencia pedagógica mostró en el currículo las relaciones de complementariedad entre los saberes lingüístico y tecnológico para la comunicación, y entre los contenidos escolares y los contenidos propios del estudiante en el aprendizaje. Abstract in english Abstract This paper presents the results of a study developed with a group of 34 TESOL students of a public university at Bogotá, Colombia. The study focuses on the need to rethink the pedagogy of language in order to promote the development of foreign language competencies and digital literacy amon [...] g students. The study analyzes the pedagogy implemented in virtual environments, which is based on: 1. collaborative projects, 2. debates on topics proposed by students, 3. design and development of personal blogs, and 4. creations of wikis in Schoolpedia. The results show that the pedagogy based on collaborative projects developed by students turned out to be an enriched learning experience with the inclusion of ICT; thus, this pedagogy could become a model for TESOL students future teaching practice. The inclusion of this pedagogical experience into the curriculum also showed complementary relationships between teaching contents and students' personal interests, which have consequences to learning.

  20. Trabalho escolar com vocabulário em relatórios de estágios supervisionados em ensino de língua inglesa / Schoolwork with vocabulary in supervised internship reports in english language teaching

    Scientific Electronic Library Online (English)

    Lívia Chaves de, Melo; Karylleila dos Santos, Andrade; Wagner Rodrigues, Silva.

    2012-06-01

    Full Text Available A partir da teoria lexical, identificamos e descrevemos alguns exercícios didáticos que focalizam a aquisição e ampliação do vocabulário em aulas de Língua Inglesa no contexto de instrução formal na disciplina de estágio supervisionado em Ensino de Língua Inglesa. Tais exercícios didáticos são utili [...] zados por alunos-mestre na prática de estágio nas escolas-campo. A análise dos dados mostrou que o ensino do vocabulário nos dados analisados ocorre de forma isolada, sem considerar o contexto de leitura de textos autênticos. O estudo do vocabulário específico voltado para a compreensão leitora geralmente não ocorre. Abstract in english Based on lexical theory, this study identified and described didactic exercises that focus on vocabulary acquisition and improvement in English classes in the subject of supervised English teaching practice. Such exercises are used by student-teachers in their internship practice at schools. The ana [...] lysis of data has shown that the teaching of vocabulary occurs as an isolated practice, without takink into consideration the reading context of authentic texts. The study of specific vocabulary focused on reading comprehension does not usually occur.

  1. English language learning through networked written interaction

    OpenAIRE

    Guerra, Luis

    2012-01-01

    The advance of globalization and the information technology revolution call for fundamental changes in foreign language teaching and learning. However, according to Warschauer & Kern (2005:2) “the computer, like any other technological tool used in teaching (…) does not in and of itself bring about improvements in learning.” Instead, they propose that we should “look to particular practices of use in particular contexts” so that we might be able to ascertain if the use of network-based langua...

  2. Psycholinguistic Knowledge Use for Native and Foreign Languages Teaching

    Directory of Open Access Journals (Sweden)

    Shara Mazhitaeva

    2013-01-01

    Full Text Available The article is concerned with the issues of the modern language teaching are examined on the basis of cross-cultural communication in the context of psycholinguistic researches. Authors characterize linguistic means, maximally bringing together communication parties, belonging to different socio-cultural groups. The goals and objectives of the research are directed at the detection and updating of those linguistic means of the Kazakh, Russian and English languages, promoting improvement of intensive language acquisition in terms of languages trinity

  3. Language Change and Vartiation in English

    OpenAIRE

    MAZZAFERRO, Gerardo

    2009-01-01

    This deals with linguistic change and illustrates some of the major structural features of English during its historical phases, from Old English to Modern English. The approach is mainly sociolinguistic, since it sees language change and variation as the result of social pressures, political power and ideology.

  4. Intercultural Communication and Foreign Language Teaching

    OpenAIRE

    Xiong, Shu-fen

    2006-01-01

    Nowadays intercultural communication is the subject of great topical interest in foreign languages circles. The close relationship between language and culture determines the connotation of foreign language teaching. We should realize that teaching foreign language means not only imparting of language knowledge but also spreading cultural knowledge and cultivating of students’intercultural communication ability. This between language and culture,and some problems existing in foreign...

  5. AP English language & composition crash course

    CERN Document Server

    Hogue, Dawn

    2012-01-01

    AP English Language & Composition Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP English Language & Composition Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP English Language & Composition course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valua

  6. The Routledge Dictionary of English Language Studies

    CERN Document Server

    Pearce, Michael

    2012-01-01

    Filled with real examples of the way people use English in different contexts, The Routledge Dictionary of English Language Studies is an indispensable guide to the richness and variety of the English language for both students and the general reader.From abbreviation to zero-article, via fricative and slang, the Dictionary contains over 600 wide ranging and informative entries covering:the core areas of language description and analysis: phonetics and phonology, grammar, lexis, semantics, pragmatics and discoursesociolinguistics, including entries on social and regional variation, stylistic v

  7. Using Video in the English Language Clasroom

    Directory of Open Access Journals (Sweden)

    Amado Vicente

    2002-08-01

    Full Text Available Video is a popular and a motivating potential medium in schools. Using video in the language classroom helps the language teachers in many different ways. Video, for instance, brings the outside world into the language classroom, providing the class with many different topics and reasons to talk about. It can provide comprehensible input to the learners through contextualised models of language use. It also offers good opportunities to introduce native English speech into the language classroom. Through this article I will try to show what the benefits of using video are and, at the end, I present an instrument to select and classify video materials.

  8. Blogging for Academic Purposes with English Language Learners: An Online Fieldwork Initiative

    Science.gov (United States)

    Baecher, Laura; Schieble, Melissa; Rosalia, Christine; Rorimer, Sarah

    2013-01-01

    This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and to sensitize them to the writing demands placed on secondary English language learners (ELLs). Blogs offered an authentic experience for teacher…

  9. Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students

    Science.gov (United States)

    Shih, Ru-Chu

    2010-01-01

    With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

  10. On Oral English Teaching for Chinese English Majors from a Constructivist Perspective

    Directory of Open Access Journals (Sweden)

    Ping LIU

    2012-12-01

    Full Text Available Oral English teaching is not satisfactory and many teachers face a problem of considering how to develop learners’ oral English proficiency. Thus, to find ways of systematically and practically improving oral English teaching, the paper, chiefly based on constructivism, investigates both the current situation of and problems in oral English teaching for Chinese English majors, and provided suggestions for teaching oral English course.Key words: Oral English teaching; English majors; Constructivism

  11. On Oral English Teaching for Chinese English Majors from a Constructivist Perspective

    OpenAIRE

    Liu, Ping

    2012-01-01

    Oral English teaching is not satisfactory and many teachers face a problem of considering how to develop learners’ oral English proficiency. Thus, to find ways of systematically and practically improving oral English teaching, the paper, chiefly based on constructivism, investigates both the current situation of and problems in oral English teaching for Chinese English majors, and provided suggestions for teaching oral English course.Key words: Oral English teaching; English majors; Constru...

  12. Language teaching for the New South Africa

    Directory of Open Access Journals (Sweden)

    Stanley G. M. Ridge

    2013-02-01

    Full Text Available This paper describes some of the challenges facing the language teacher as South Africa moves into a new era. The discussion is structured around three areas of change: change in the country, changes brought about by the official language policy, and changes in the school system itself. It explores the implications for language teaching of jour key words of the new era: inclusive, non-racial, democracy, and empowerment. In relation to the 11 official languages policy, it examines the status of English, language development issues, linguistic standards, the role of grammar in teaching, and the politics of language and cultural identity. Three areas of teacher need arising from the multicultural classroom are highlighted: understanding ihe cultural and linguistic diversity of the class, ongoing language learning as essential experience, and developing teaching practices which accommodate diversity as an asset. In hierdie artikel word sommige van die uitdagings vir die taalonderwyser in 'n veranderende Suid-Afrika beskryf Die bespreking word om drie veranderingsgebiede gestruktureer: maatskaplike veranderinge, veranderinge meegebring deur die amptelike taalbeleid en veranderinge in die skoolste/sel. Vier sleutelwoorde van die nuwe bedeling in Suid-Afrika - inklusief, nie-rassig, demokrasie, en bemagtiging - word ontleed met die oog op hulle implikasies vir taalonde"ig. Mb.t. die 11 amptelike talebeleid, word die status van Engels, taalontwikkelingsaspekte, taalstandaarde, die rol van grammatika in die onderwys, en die politiek van taal en kulturele identiteit ondersoek . Drie behoejtes van onderwysers t. o. v. die multikulturele klaskamer word uitgelig: om die kultuur- en taalverskeidenheid van die klas te verstaan, die voortgesette aanleer van ander tale as kemondervinding en die ontwikkeling van onderrigpraktyke waarin diversiteit as 'n bate beskou word

  13. A story-based language enrichment programme for grade 4 English second language learners with inadequate English proficiency / by Mirna Nel

    OpenAIRE

    Nel, Mirna

    2003-01-01

    This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or t...

  14. PLANEJAMENTO E IMPLEMENTAÇÃO DE CURSO ONLINE COMO ATIVIDADE DE ESTÁGIO CURRICULAR NA ÁREA DE INGLÊS / PLANNING AND IMPLEMENTING AN ONLINE COURSE AS A TEACHING PRACTICUM ACTIVITY IN ENGLISH LANGUAGE TEACHING

    Scientific Electronic Library Online (English)

    Telma, Gimenez; Samantha Gonçalves Mancini, Ramos.

    2014-06-01

    Full Text Available Embora tenha havido crescimento considerável no uso de Tecnologias de Informação e Comunicação (TIC) no ensino a distância no Brasil na última década, a formação de professores de línguas estrangeiras para esse contexto ainda se dá de modo tímido. Neste artigo relatamos a experiência de realização d [...] e estágio na Prática de Ensino de Inglês em um curso de Letras, na qual os professores em formação se encarregaram de todas as etapas de realização de um curso de extensão oferecido na plataforma Moodle. Orientado por abordagem reflexiva e colaborativa, o processo formativo incluiu a redação de um artigo acadêmico relativo à experiência. Os artigos dos cinco estagiários que realizaram a prática de ensino nessa modalidade em 2013 foram analisados, buscando-se verificar suas representações por meio das apropriações da literatura bem como das considerações sobre a prática na construção de conhecimento sobre ensino a distância. O contato com a literatura parece ter servido para fortalecer a adesão à proposta do estágio e a experiência vivida apontou para aspectos que poderiam ser melhorados em futuras ofertas do mesmo curso. Os resultados sugerem que oportunidades como as relatadas poderiam contribuir para construção de conhecimentos teórico-práticos sobre ensino a distância. Abstract in english Although there has been considerable growth in the use of Information and Communication Technologies (ICT) in distance education in Brazil in the last decade, the education of foreign language teachers in this context seems to remain scarce. We report the experience of an English language teaching p [...] racticum in a 'Letras' course in which student-teachers were responsible for all stages of design and implementation of an extracurricular course offered on the Moodle platform. Guided by a reflective and collaborative approach, the professional preparation process included the writing of an academic article on the experience. The papers written by the five student teachers who did their practicum by means of this mode in 2013 were analyzed. The purpose was to verify the appropriation of literature as well as practical considerations in building knowledge about distance learning. The contact with the literature seems to have served to strengthen adherence to the supervisor's proposal and the lived experience pointed to aspects that could be improved in future offers of the same course. The results suggest that opportunities such as those reported could contribute to the construction of theoretical and practical knowledge about distance learning.

  15. English-Only Europe? : challenging language policy

    DEFF Research Database (Denmark)

    Phillipson, Robert

    2003-01-01

    English-Only Europe? explores the role of languages in the process of European integration. Languages are central to the development of an integrated Europe. The way in which the European Union deals with multilingualism has serious implications for both individual member countries and international relations. In this book, Robert Phillipson considers whether the contemporary expansion of English represents a serious threat to other European languages. After exploring the implications of current policies, Phillipson argues the case for more active language policies to safeguard a multilingual Europe. Drawing on examples of countries with explicit language policies such as Canada and South Africa, the book sets out Phillipson's vision of an inclusive language policy for Europe, and describes how it can be attained.

  16. English Spoken Language & Voice Quality

    OpenAIRE

    Folsberg, Jens; Nielsen, Charlotte; Brusokaite, Giedre; Beinkamp, Line; Bach Jensen, Niels; Aalbæk Jensen, Sandra

    2013-01-01

    This project investigates the way language and accents are depicted in animated features and how linguistic stereotypes can be used in the process of character construction. In order to look into that, examples from four movies, produced by two studios, have been selected; the American Disney studios being represented by The Lion King (1994) and Up (2009), and the Japanese Studio Ghibli being represented by Ponyo (2008) and Howl's Moving Castle (2004). Voice qualities and specific accents ...

  17. English, Language Dominance, and Ecolinguistic Diversity Maintenance

    DEFF Research Database (Denmark)

    Phillipson, Robert; Skutnabb-Kangas, Tove

    2013-01-01

    The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ideological parameters are identified. In postcolonial contexts, language in education policies remain largely unchanged. Linguicism can lead to linguicide. The need for terminological clarity is stressed: for instance “lingua franca” should not imply that language is unconnected to power. A multidisciplinary approach to analysing the relationships between linguistic and other diversities is needed. There is hard data on ecolinguistic impoverishment: diversity of all kinds is seriously endangered. Examples are given of mother-tongue-based multilingual education in Africa and of Nordic policies to maintain the vitality of local languages. However, these are up against the market forces behind English and European Union policies that strengthen English.

  18. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

    OpenAIRE

    Wan, Juida; Tan, Bee Hoon

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English...

  19. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  20. Understanding Omani students’ (University) English Language Problems

    OpenAIRE

    Ilango Sivaraman; Ahmed Al Balushi; Rao, D. H.

    2014-01-01

    The aim of this paper is to present the survey details conducted among the students of an Engineering college in Oman, relating to the students’ learning difficulties, where the medium of instruction is English. In most of the Omani schools, English is learnt as a language and is not a medium of instruction. The students’ familiarity with English is therefore limited. At the professional college level, when the medium of instruction itself is English, the students’ comprehensive underst...

  1. Indian English in use: a pukka language

    OpenAIRE

    Adami, Esterino

    2010-01-01

    This paper presents descriptive generalisations about lexical, morphosyntactical and stylistic features of Indian English, a localised variety which works as a pukka (‘authentic, real’) language. After a brief historical and social presentation of the Indian context, the paper analyses examples of Indian English drawn from non-literary genres and domains, focusing in particular on the following: language on the Internet, advertising and public signs, food discourse and cookery books, matr...

  2. Peer Teachers’ Online Learning Community for Diversified College English Teaching Research: Cooperation and Contribution

    OpenAIRE

    Li Wei

    2014-01-01

    Network English teaching research has attracted the attention of many college English teachers who are keen on the application of information technology and the seamless communication between teaching and learning participants since network technology was applied into foreign language teaching. The article introduces an online learning community titled Sharing & Improving among inter-college English teachers and excellent college students with the main focus on creating a communicative pl...

  3. Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring

    Science.gov (United States)

    Paige Ware

    The authors describe a one-on-one online mentoring project that matched preservice teachers with English language learners to help them improve their writing skills. Online writing became a practical, engaging forum for the preservice teachers to discuss language learning and teaching and to learn how to effectively teach writing to ELL students.

  4. EFL (English as a Foreign Language) Classroom Discourse Analysis of a Vocational College and Some Reflections

    Science.gov (United States)

    Xin, Liu; Luzheng, Lou; Biru, Shi

    2011-01-01

    The application of classroom discourse analysis of foreign language teaching and learning can reveal much about how teachers perform in their teaching practice and how to make improvement. In this paper, the author tries to reveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle of…

  5. An Empirical Study of Formative Assessment in College English Teaching

    OpenAIRE

    Qingshun He

    2014-01-01

    It is generally accepted that formative assessment can better help students’ autonomous learning and their cultivation of humane quality. This paper intends to examine whether formative assessment is universally applicable for students of different levels of language proficiency. For this purpose, an English teaching experiment and a questionnaire survey on learning strategies and motivations were conducted in a 211 Project university and the independent college of that university in China....

  6. An Integrated Approach to Business English Teaching in China

    OpenAIRE

    Ma, Ruixue

    2012-01-01

    Chinese Business English Teaching (BET) has developed more rapidly since China’s entering the World Trade Organization (WTO). However, traditional BET has its problems such as too much emphasis on business knowledge and professional vocabularies, which leads to learners’ lower practical language ability. There is a great necessity to solve the problems to meet the increasing demand for high quality business talents being able to work competently in the context of economic globalizati...

  7. O ensino de literatura em língua inglesa no curso de Letras: uma abordagem dialógico-pragmática / Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach

    Scientific Electronic Library Online (English)

    Orison Marden Bandeira de, Melo Júnior.

    2015-04-01

    Full Text Available RESUMO Este artigo objetiva participar das discussões sobre o ensino de literatura em língua inglesa (LLI) no cotidiano da sala de aula do Curso de Letras. Para tal, discute os desafios propostos pelas DCN de Letras, bem como a realidade do professor que trabalha com um número pequeno de horas de LL [...] I na matriz curricular e um número alto de alunos com conhecimento limitado dessa língua estrangeira. A partir da concepção dialógica de linguagem e da possibilidade de cooperação entre áreas de conhecimento, apresentamos uma proposta de trabalho entre a ADD e a Pragmática, mostrando as consonâncias e as dissonâncias entre as duas áreas. Além disso, apresentamos parte da análise do conto Her Sweet Jerome, de Alice Walker, feita por alunos que apontaram para a possibilidade de a Pragmática, nesse contexto de trabalho de LLI com alunos com conhecimento limitado dessa língua estrangeira, ser um passo inicial para uma análise dialógica dos textos literários. Abstract in english ABSTRACT This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE) in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate [...] Language Teacher Education programs) as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students' limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis) and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker's short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.

  8. Debates in English Teaching. The Debates in Subject Teaching Series

    Science.gov (United States)

    Davison, Jon, Ed.; Daly, Caroline, Ed.; Moss, John, Ed.

    2012-01-01

    "Debates in English Teaching" explores the major issues all English teachers encounter in their daily professional lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper…

  9. Second Language Vocabulary Learning and Teaching: Still a Hot Topic

    Science.gov (United States)

    Larrotta, Clarena

    2011-01-01

    For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and…

  10. College Teachers' Perceptions of English Language Characteristics that Identify English-Language Learning Disabled Deaf Students.

    Science.gov (United States)

    Berent, Gerald P.; Samar, Vincent J.; Parasnis, Ila

    2000-01-01

    Twenty-eight experienced English language professionals were surveyed regarding the degree of difficulty students with deafness with and without learning disabilities might have in dealing with 30 specific English language phenomena. Spelling knowledge and a variety of English discourse, lexical, syntactic, and morphological phenomena emerged as…

  11. Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

    Directory of Open Access Journals (Sweden)

    Homa Babai Shishavan

    2009-11-01

    Full Text Available This study attempted to characterize qualities of an effective English language teacher (EELT as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The results indicated significant differences between teachers’ and learners’ views on some characteristics of EELTs. Teachers seemed to agree more strongly than students that an EELT should assign homework and integrate group activities into the classroom. Other areas of significant difference in opinions included preparing the lesson well, using lesson plans and assessing what students have learned reasonably. Students, on the contrary, agreed more than teachers that teaching English in Persian (first language of the learners was one of the prominent characteristics of an EELT. The qualitative analysis indicated that teachers perceived the features like mastery of the target language, good knowledge of pedagogy and the use of particular techniques and methods as well as a good personality to make an EELT, whereas, learners gave more weight to characteristics relating to a teacher’s personality and the way he behaves toward his students.

  12. Video in foreign language teaching

    OpenAIRE

    Joe Hambrook

    2013-01-01

    Much of the attention paid to video in foreign language teaching is focused upon a relatively small amount of commercially produced and distributed material. This paper briefly describes the development of this material in the EFLIESL field; looks at some current issues and concerns, and considers future possibilities with particular reference to computer assisted interactive video. Heelwat van die aandag wat video geniet as hulpmiddel by tweedetaalonderrig is toegespits op 'n relatief klein ...

  13. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  14. Research into Our College English Teaching Team Construction

    OpenAIRE

    Changyu Li

    2011-01-01

    Teaching team and the construction of high-level teachers team is a key construction project in the college undergraduate teaching quality engineering, and it is an important guarantee to strengthen the teaching team construction, which will enhance the reform of higher education and improve the quality of undergraduate education. College English teaching team construction is conducive to promote college English teaching reform and improve the quality of teaching. Our college English teaching...

  15. Teaching Foreign Languages through the Analysis of Film and Television Series: English for Legal Purposes Les supports filmiques au bénéfice de l’enseignement des langues étrangères: anglais juridique

    Directory of Open Access Journals (Sweden)

    Dana Di Pardo Léon-Henri

    2012-05-01

    Full Text Available Foreign language teaching at the university level has taken on importance and value over the last decade due to global competition between institutions of higher education. For this reason, language educators are faced with the challenge of looking for innovative teaching methods, which not only stimulate and motivate their students while encouraging language acquisition, but also add an intercultural dimension.This teaching note proposes to analyze the use and impact of cinematic resources (film and television series as resource materials on English for Legal Purposes (ELP classes designed to promote learner awareness of Anglo-Saxon professional legal culture. After an initial overview of the theoretical background, the article then provides a summary of the method, results and observations. This didactic approach can be applied to any foreign language or discipline such as medical studies, sociolinguistics, psychology, etc.L'enseignement des langues étrangères dans le supérieur a pris plus d'importance et de valeur au cours de la dernière décennie en raison de la croissance de la concurrence mondiale parmi les établissements universitaires. Pour cette raison, les enseignants de langues sont confrontés au défi de la recherche de methodes pédagogiques innovantes, qui peuvent stimuler et motiver leurs étudiants non seulement en encourageant l'acquisition de la langue, mais aussi en y ajoutant une dimension interculturelle.Cette note pédagogique se propose d’analyser l’utilisation et l’impact des ressources cinématographiques (films et séries télévisées en tant que ressources documentaires pour l’enseignement de l’anglais juridique afin de sensibiliser les apprenants à la culture professionnelle juridique des pays anglo-saxons. Après un bref aperçu du contexte théorique, l’article résume la méthode, les résultats et les observations. Cette approche didactique peut s’appliquer à n’importe quelle autre langue étrangère ou à des disciplines comme la médecine, la sociolinguistique, la psychologie, etc.

  16. Teachers' Discourses on Teaching Students of Elementary School English Literacy Development in Ontario

    Science.gov (United States)

    Brubacher, Katherine

    2013-01-01

    This article explores teachers' discourses on teaching English Literacy Development (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The findings are based on empirical qualitative data collected from interviews with two English-as-a-second language

  17. Can I Teach English to Children? Turkish Preservice Teacher Candidates and Very Young Learners

    Science.gov (United States)

    Bekleyen, Nilufer

    2011-01-01

    This study was conducted in the English Language Teaching Department of a state university in Turkey. The aim of the study was to examine the differences in attitudes of teacher candidates before and after their short-term teaching experience with very young learners (VYL) of English. The study was performed during the first term of the…

  18. Moving beyond "Second" and "Foreign": An Examination of the Discursive Construction of Teaching English and Spanish

    Science.gov (United States)

    Houser, Nicole M.

    2011-01-01

    This dissertation explores how teaching Spanish and English as second languages in the United States has been traditionally defined, the common assumptions that are held about each context, and the influence these assumptions have on instructional practices and student learning. In order to explore how teaching English and Spanish is constructed…

  19. Differences in Perceived Approaches to Learning and Teaching English in Hong Kong Secondary Schools

    Science.gov (United States)

    Mak, Barley; Chik, Pakey

    2011-01-01

    This paper investigates differences in approaches to learning and teaching English as a second language (ESL) as reported by 324 mixed-ability Grade 7 Hong Kong ESL students and 37 ESL secondary school teachers with different backgrounds. Information about participants' perceived approaches to learning/teaching English were collected through a…

  20. When Immigrant Is Synonymous with Terrorist: Culturally Responsive Teaching with English Learners

    Science.gov (United States)

    Reece, Linda; Nodine, Pat

    2014-01-01

    The authors examined the effects of inquiry-based teaching by undergraduate preservice teachers in an elementary school composed of low-income Hispanic children for whom English was a second language. Initially, focus was an analysis of preservice teachers' use of best practices for teaching social studies content to English Learners (ELs).…

  1. MALAYSIAN LEARNERS AND THEIR PERCEPTIONS TOWARDS ONLINE ENGLISH LANGUAGE COURSES

    Directory of Open Access Journals (Sweden)

    Pramela KRISH

    2009-04-01

    Full Text Available With more emphasis given to the concept of lifelong learning, the number of learners who enroll for distance and online learning programmes in local tertiary institutions has increased. The flexibility of the online learning mode enables learners to prepare themselves to develop confidence and to learn with greater independence. This paper reports the findings of a study on the teaching and learning and technology factors of online English language courses at UNITaR (University Tun Abdul Razak, a virtual university in Malaysia. Both quantitative and qualitative approaches were employed in eliciting data via a questionnaire survey and in-depth interviews. Specifically, the paper reports on learners’ perceptions towards the teaching and learning as well as technology factors during the online English course they were engaged in. The findings with regard to the perceptions of the learners brought more new perspectives which could be incorporated or taken into consideration for an online language learning programme.

  2. INCORPORATING SHORT STORIES IN ENGLISH LANGUAGE CLASSES

    Directory of Open Access Journals (Sweden)

    Yasemin KIRKGÖZ

    2012-10-01

    Full Text Available This study investigates how short stories can be integrated into an English language curriculum in order to consolidate students’ knowledge of the English language - grammar and vocabulary - and to promote their creative writing skills. The study was conducted with 21 Turkish university students receiving an English language preparatory programme. A selection of short stories appropriate to students’ language requirements was incorporated into the English language curriculum. A three-stage-model: presentation, exploration, and follow-up guided the use of each story with a special focus on student-centered learning, which required the students to take an active involvement in the learning process on the basis of given tasks. In order to obtain students’ opinion concerning the use of story, each student was asked to keep a diary in which to reflect their views following the study of each literary text, and a portfolio where they could keep their writings. The data collected through the diaries and student writings were complemented by administering an end-of-the year story perception questionnaire in order to have an overall evaluation of the course. Findings indicated that 1 the use of short stories contributed to students’ reinforcing effectively and meaningfully their knowledge of grammar and vocabulary; 2 it helped students to be more creative and imaginative in their writing, and 3 it freed the students from the routine procedures in the classroom. The article concludes with some pedagogical suggestions for the efficient exploitation of this literary genre in English language classes.

  3. Language training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

  4. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

    This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language

  5. Sistema de tareas para la formación del valor responsabilidad en las clases de idioma Inglés / System of teaching tasks to develop the moral value of responsibility through English Language lectures

    Scientific Electronic Library Online (English)

    Aurora, Benítez Gener; Luis Manuel, Díaz Lobo; Clara Aurora, Pozo Luis; Pedro, Vargas Hernández; Brenda de la Caridad, Núñez.

    2012-04-01

    Full Text Available La formación de valores es un constante propósito de la acción pedagógica. Cada día resulta menos necesario insistir entre los educadores en la necesidad de educar en determinados valores, lo que no resulta igualmente claro es cómo lograrlo y qué métodos o estrategias didácticas deben ser empleadas [...] en la llamada educación en valores. El objetivo de este trabajo fue la elaboración de un sistema de tareas para la formación del valor responsabilidad a través de la asignatura de idioma Inglés con propósitos específicos en los estudiantes de cuarto año de Medicina de la Universidad de Ciencias Médicas de Pinar del Río. Para abordar el objeto de estudio se usaron métodos teóricos como el histórico-lógico, análisis-síntesis e inducción-deducción. Como método empírico se usó la encuesta para constatar el impacto social del sistema de tareas propuesto en este trabajo. Se encuestó a 25 docentes y 8 directivos vinculados al proceso de enseñanza-aprendizaje del idioma Inglés los cuales expresaron que el sistema de tareas desarrollado para la formación del valor responsabilidad en los alumnos es funcional, novedoso, muy apropiado y práctico para conducir el proceso de enseñanza-aprendizaje. Abstract in english The formation of moral values is a permanent aim of the pedagogical action. Nowadays it is less necessary insisting among the educators on the need of teaching certain moral values, which is not yet clear, is the fact of how to accomplish it, and the didactic methods or strategies that must be used [...] in the so called "moral values-based education". This research paper was aimed at building a system of teaching tasks to develop the sense of responsibility as a moral value through the subject of English language for specific purposes in fourth academic year of medical studies at the Medical Science University in Pinar del Rio. To deal with the object of study, theoretical methods such as: historical-logical, analysis-synthesis and induction-deduction were applied. The survey was used as an empirical method to establish the social impact of the system of teaching tasks subjected on this research paper. Twenty five (25) professors and 8 directors within the teaching-learning process of the English language expressed that, the system of teaching tasks to the formation of the moral value of responsibility in medical students is efficient, original, appropriate and convenient to accomplish teaching-learning process.

  6. The Sociology of Language Teaching and Learning

    OpenAIRE

    Ravi Bhushan

    2011-01-01

    Any language must be treated in a social context. For a language teacher, it is important to relate language to society, because languages are taught and learnt to establish contact and communication across language boundaries. In fact society and culture are more than background and context. They both represent people with whom the learners eventually must make contact if language learning is to have any value in human terms. Language teaching can be looked upon as a deliberate intervention ...

  7. 19 CFR 122.4 - English language required.

    Science.gov (United States)

    2010-04-01

    ...2010-04-01 2010-04-01 false English language required. 122.4 Section 122...General Definitions and Provisions § 122.4 English language required. A translation in the English language shall be attached to the...

  8. 16 CFR 303.4 - English language requirement.

    Science.gov (United States)

    2010-01-01

    ...2010-01-01 2010-01-01 false English language requirement. 303.4...PRODUCTS IDENTIFICATION ACT § 303.4 English language requirement. All required information shall be set out in the English language. If the required...

  9. 37 CFR 3.26 - English language requirement.

    Science.gov (United States)

    2010-07-01

    ...2010-07-01 2010-07-01 false English language requirement. 3.26 Section...Requirements for Recording § 3.26 English language requirement. The Office will accept and record non-English language documents only if...

  10. 48 CFR 614.201-70 - Use of English language.

    Science.gov (United States)

    2010-10-01

    ...2010-10-01 false Use of English language. 614.201-70 Section...CONTRACTING METHODS AND CONTRACT TYPES SEALED BIDDING Solicitation...201-70 Use of English language. Use of English language solicitations and...

  11. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

    Directory of Open Access Journals (Sweden)

    Juida WAN

    2011-10-01

    Full Text Available The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

  12. Postmethod Condition and Its Implications for English Language Teacher Education

    OpenAIRE

    Arikan, Arda

    2006-01-01

    Postmethod condition refers to the qualities of the contemporary era in English language teaching in which previously well trusted methods are put under serious scrutiny and in which a body of methods and techniques collected from all previous methods and approaches are used pragmatically with a belief that such an eclectic practice leads to success. Such practices, under the postmethod condition, are in constant influx, bringing continuous changes in both pre-service and in-service professio...

  13. Discriminating Children with Language Impairment among English-Language Learners from Diverse First-Language Backgrounds

    Science.gov (United States)

    Paradis, Johanne; Schneider, Phyllis; Duncan, Tamara Sorenson

    2013-01-01

    Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds. Method:…

  14. Why Use Music in English Language Learning? A Survey of the Literature

    OpenAIRE

    Dwayne Engh

    2013-01-01

    The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acq...

  15. How English language literature is taught in the Norwegian upper secondary school

    OpenAIRE

    Popova, Mariya Evgenivna

    2010-01-01

    English: This project attempts to investigate how English language literature is used in Norwegian upper secondary school. Data were gathered from interviews with those who are faced with the task of carrying out the job – the English teachers, and from an analysis of official documents and textbooks. The report concludes that English language literature is viewed first and foremost as an aid in the teaching of English. The curriculum acknowledges the importance of literature, but its main ...

  16. User-Friendly Communication Skills in the Teaching and Learning of Business English.

    Science.gov (United States)

    de Beaugrande, Robert

    2000-01-01

    Reports on a pilot project in teaching and learning business English at the University of Botswana, where English is the language of instruction and, for most learners, a second language. The project was tailored to the prevailing social and academic context as described from the standpoint of discourse analysis. (Author/VWL)

  17. Teaching English in Turkey: Dialogues with Teachers about the Challenges in Public Primary Schools

    Science.gov (United States)

    Kizildag, Ayse

    2009-01-01

    Teaching English in Turkey has its own potential problems due to the lack of authentic language input. Turkey is a foreign language context. This hinders learners in their mastering English in a short time. Moreover, other problems caused by poor instructional planning contribute to this process negatively. With these potential hindrances, the…

  18. Pre-Service Teachers’ Attitudes towards Learning and Teaching English to Young Learners

    Directory of Open Access Journals (Sweden)

    Silva Bratož

    2015-05-01

    Full Text Available Considerable attention has recently been invested into researching the influence of affective variables, such as attitudes and motivation on foreign language learning and teaching. The topic is timely and relevant especially at the time when English is being introduced as an obligatory subject in the first cycle of primary school in Slovenia. Two key issues are addressed: attitudes towards learning and teaching English as a foreign language and the profile of the young learners’ language teacher. The article presents the results of a small-scale research conducted with a group of primary education students on their attitudes towards learning and teaching English. The results suggest that trainee teachers have moderately positive attitudes towards learning English but diverse attitudes towards teaching a foreign language.

  19. THE TEACHING OF FUNCTIONAL LANGUAGE SKILLS IN A SECOND LANGUAGE TO A CHILD WITH AUTISM

    OpenAIRE

    Renee Chong

    2006-01-01

    This article examined the rate of self-initiated communication acquisition, in a second language, of a child with autism. The language treatment objective was to teach functional communication skills in English through the use of Picture Exchange Communication System (PECS). The findings of this study show that it is possible for a child with autism to acquire functional communication skills in his second language even though he did not possess such communication skills in his first language.

  20. Language Training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skil...