A Comparative Study of the Use of Persian vs. English in Teaching English Grammar to Iranian Students in Junior High School

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Mehrseresht, Kowsar; Gowhary, Habib; Azizifar, Akbar

2015-01-01

This study compared the relationship between the use of Persian vs. English in teaching English grammar to Iranian students and their achievement in learning English grammar. The participants of this study include 50 female students from a junior high school in Mehran. The researcher randomly selected 2 groups, one group was taught through the…

Cyberl@b: a platform for learning english in Costa Rican public high schools

OpenAIRE

Allen Quesada Pacheco

2006-01-01

Abstract: This paper covers the design and development of a noncommercial software for learning and practicing English called CyberL@b. It was developed at the School of Modern Languages at the University of Costa Rica. Its target population focuses on 7th, 8th and 9th graders at six public high schools in diverse urban and rural settings in Costa Rica.CyberL@b uses interactive media resources designed to engage student in learning English within authentic contexts.Cyberlab was designed to cr...

MODEL WRITTEN TEXTS IN THE RECOMMENDED SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS

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Dwi Rukmini

2009-01-01

Full Text Available Abstract: This article is based on the study on the model written texts provided in the Senior High School English textbooks. It is aimed at finding out whether those models are written by considering the English two contexts, cultural and situational, which encircle them. The data are all written texts provided in the six recommended English textbooks published by six different publishers. The results reveal that only eleven out of 115 model written texts tend to be incompatible with the two contexts encircling them, this implies that 104 of them (93.43% are likely to be compatible and can be used as model texts.

Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

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Spromberg, Sarah

2011-01-01

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

A Needs Analysis Approach to the Evaluation of Iranian Third-Grade High School English Textbook

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Nasser Rashidi

2014-09-01

Full Text Available Needs analysis as an integral part of evaluative review of English materials, mainly textbooks, requires giving sufficient attention in all English language learning contexts. This issue seems to be more demanding in English as a Foreign Language (EFL contexts where the textbooks are the main sources of input for the learners. However, in some cases, this important factor is excluded entirely or at least limited to the ideas of major stakeholders. This article reports on the findings of a study conducted to evaluate an English textbook (the third-grade high school English book, which is being used in all state high schools in Iran by using a needs analysis framework. First, the needs analysis questionnaires were administered among 180 third-grade female high school students for whom the textbook was designed. Having investigated the students’ perceived foreign language needs, the researcher then used it as the basis for evaluating the textbook. The results of the textbook evaluation revealed that although all language skills and components were almost important for the majority of the students, the textbook could not fully support all of them together. Finally, it was suggested that the textbook be revised or at least supplemented by other instructional materials, so that it could be more effective for the aforementioned learners.

Re-training High School Teachers of English in Brazil: The Experience of the Instituto de Idiomas Yazigi.

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Gomes de Matos, Francisco

The Yazigi Project for the Teaching of English in Brazilian High Schools, a 2-year, nationwide program for the retraining of high school teachers of English as a foreign language, involved 2,210 teachers and a team of 60 teacher trainers and retrainers. Each training session lasted 6 days and totalled a minimum of 30 hours, with a maximum of 50…

Negotiating Ideologies about Teaching Writing in a High School English Classroom

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Vetter, Amy; Myers, Joy; Hester, Madison

2014-01-01

More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her…

How to Develop the Emotional Factors of High School Students in English Teaching

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杨雅红

2009-01-01

The voice of "English education should achieve the emotional goals as well"has been getting higher and higher with the development of the times. In this paper, as the implementer of English courses, the author will explore the ways of how to develop the e-motional factors of high school students in English teaching, so as to achieve the purposes of the improvement of teaching efficiency and the promotion of students' all-round development in both aspects of physiology and psychology.

READING COMPREHENSION QUESTIONS DEVELOPED BY ENGLISH TEACHERS OF SENIOR HIGH SCHOOLS IN SURABAYA

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Mukhlisatun Muayanah

2014-06-01

Full Text Available According to the Competence Based Curriculum (KBK in the subject of English at Senior High School, the reading skill emphasizes the ability to read written English in the forms of narration, spoof/recount, procedures, report, news items (1st grade, anecdote, exposition, hortatory exposition (2nd grade, descriptions, explanation, discussion, and commentary (3rd grade. Therefore, the objective of teaching reading is to enable the students to have the ability to comprehend and interpret the content of many types of written English discourse.

Enablers and Inhibitors to English Language Learners' Research Process in a High School Setting

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Kim, Sung Un

2015-01-01

This researcher sought to examine enablers and inhibitors to English language learner (ELL) students' research process within the framework of Carol C. Kuhlthau's Information Search Process (ISP). At a high school forty-eight ELL students in three classes, an English as a Second Language (ESL) teacher, and a biology teacher participated in the…

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

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Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

English Educational Policy for High Schools in Japan: Ideals vs. Reality

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Kikuchi, Keita; Browne, Charles

2009-01-01

The Japanese Ministry of Education, Culture, Sports, Science and Technology issues a document known as the Course of Study Guidelines on average once every ten years. This document states the overall and specific goals for English education in Japanese junior and senior high schools including specifying the contents of ministry approved textbooks.…

The International Status of English for Intercultural Understanding in Taiwan's High School EFL Textbooks

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Su, Ya-Chen

2016-01-01

The purpose of this study is to evaluate linguistic and cultural issues around the status of English as a lingua franca and intercultural understanding as presented in one set of Taiwan's (English as a Foreign Language (EFL) high school textbooks. The methodology centres on the analysis of textbook content as categorized in three central themes:…

High School Teachers' Perspectives on the English Language Arts Common Core State Standards: An Exploratory Study

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Ajayi, Lasisi

2016-01-01

This was an exploratory study that examined high school teachers' perspectives about their early experiences with the English language arts Common Core State Standards. The sources of data for the study included a survey and structured interviews. Twenty-three high school ELA teachers from one unified school district in Southern California…

A Comparative Study of Iranian EFL Teachers’ versus Learners’ Perceptions of High School English Textbooks

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Zahra Aghazadeh

2014-08-01

Full Text Available Textbooks play a very crucial role in the process of language teaching and learning. They affect the whole language learning/teaching process. The purpose of this study was to carry out an evaluation of English textbooks currently in use at high schools in Iran from teachers’ and learners’ points of view in a comparative way. To this end, the study employed a mixed methods design. The data were collected through questionnaires with 43 close-ended items consisting of nine different sections. The results showed that both the teachers and the learners believed that the high school English textbooks are highly ineffective in terms of actual activities, language functions section, pronunciation practice, physical make-up, reading texts, speaking and writing sections and are effective only in terms of vocabulary section, and grammatical points. It can be concluded that the English textbooks used in Iranian high schools cannot meet the Iranian learners’ and teachers’ needs and wants since they are grammar-based. The findings of this study can be used by the textbook designers in order to take account of the teachers’ and learners’ preferences and perceptions while designing new editions of the textbooks.

Realization of Culture in English Textbooks in Chinese High School Level

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Aliakbari, Mohammad; Jamalvandi, Behrouz

2012-01-01

This study reflects on the presentation of culture in the English textbooks adopted in Chinese high school level. The categorization by Ramirez and Hall (1990) shaped the basis of the textbook analysis. The main objectives of the inquiry were to examine the quality of representation of source, target and other cultures in the ELT textbooks.…

School of Juridical English

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I. G. Fedotova

2014-01-01

Full Text Available The Department of English Language № 8 works with students of the Faculty of International Law. The unique school of teaching legal aspects of the English language is one of the most significant achievements of the department. Associate Professor V.F. Nazarov was one of professionals, was at the origin of this school. In 1992 the textbook "The course of the legal interpretation of Anglo-American Commercial Law" was published, which was the result of work of group of specialists in legal translation since early 1970s. The book laid foundation for the further development of the school of teaching legal aspects of the English language. After1990stheteaching of the legal aspects of English language was brought to the next level, marked of the by the creation of the educational complex "Legal concepts and categories in the English language" by I.G. Fedotova and G.P. Tolstopyatenko, based on the new competence-based concept of educating professional international lawyers.

A Development English Language Learning Management Strategies Model to Enhance Communicative Competence for High School Students

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Thitiya Ruennakarn

2017-09-01

Full Text Available The objectives for this research are to 1 build a development English language learning management strategies model to enhance communicative competence for high school students 2 study the results of using the model. A target group is seven English teachers in Pibulwittayalai School and the sample for studying the results of model to students are ten English club students in Pibulwittayalai School.The research tools are focus group discussion forms, communication plans, English skills evaluation forms, communicative competence test, communicative competence evaluation forms and 21st century skills evaluation forms. This model is examined by connoisseurship.The statistics for analyzing data are frequency, percentage, mean, standard deviation and Wilcoxon test. The results of the research were as follows: 1. The development English language learning management strategies model to enhance communicative competence for high school students had4components ; 1 SWOT–Analysis, 2 strategy development, 3 strategy assessment and 4 strategy adjustment.This model had 6 strategies such as 1 genius academic strategy 2 English through AEC 3 English through World Class 4 enhancing for genius academic in communication with foreigners 5 enhancing English through world class standard and 6 enhancing for potential in English skills learning through world class standard. These were merged as only one strategy as “ Development of students’ potential for communication”. 2. The results of using the model comprised of 2.1 The results to teachers were teachers could analyze SWOT- analysis for determining strength, weakness,opportunity and threat about English language learning management, received guideline and could appropriately and efficiently construct strategies of English language learning management to enhance communicative competence. 2.2 The results to students: The students had 4 English skills, such as listening,speaking, reading and writing. It was

Saudi high school students' attitudes and barriers toward the use of computer technologies in learning English.

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Sabti, Ahmed Abdulateef; Chaichan, Rasha Sami

2014-01-01

This study examines the attitudes of Saudi Arabian high school students toward the use of computer technologies in learning English. The study also discusses the possible barriers that affect and limit the actual usage of computers. Quantitative approach is applied in this research, which involved 30 Saudi Arabia students of a high school in Kuala Lumpur, Malaysia. The respondents comprised 15 males and 15 females with ages between 16 years and 18 years. Two instruments, namely, Scale of Attitude toward Computer Technologies (SACT) and Barriers affecting Students' Attitudes and Use (BSAU) were used to collect data. The Technology Acceptance Model (TAM) of Davis (1989) was utilized. The analysis of the study revealed gender differences in attitudes toward the use of computer technologies in learning English. Female students showed high and positive attitudes towards the use of computer technologies in learning English than males. Both male and female participants demonstrated high and positive perception of Usefulness and perceived Ease of Use of computer technologies in learning English. Three barriers that affected and limited the use of computer technologies in learning English were identified by the participants. These barriers are skill, equipment, and motivation. Among these barriers, skill had the highest effect, whereas motivation showed the least effect.

THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY

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LILIES SETIASIH

2014-01-01

Full Text Available This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1 the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2 their out-of-school English literacy activities played an important role in building their English literacy.

Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

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Winzker, Kristy

2009-12-01

Full Text Available This study examined the impact of SMS speak on the written work of English first language (L1 and English second language (L2 grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.

"Well, Hang On, They're Actually Much Better than That!": Disrupting Dominant Discourses of Deficit about English Language Learners in Senior High School English

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Alford, Jennifer H.

2014-01-01

This paper explores how four English teachers position their English language learners for critical literacy within senior high school curriculum in Queensland, Australia. Such learners are often positioned, even by their teachers, within a broader "deficit discourse" that claims they are inherently lacking the requisite knowledge and…

Rigor or Restriction: Examining Close Reading with High School English Language Learners

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Thomason, Betty; Brown, Clara Lee; Ward, Natalia

2017-01-01

English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

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del Carmen Salazar, Maria

2010-01-01

This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

Teaching science to English Language Learners: Instructional approaches of high school teachers

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Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

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Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

TEACHERS’ STRATEGY IN IMPLEMENTING ENGLISH CURRICULUM IN A JUNIOR HIGH SCHOOL IN INDONESIA

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Raden Intansari

2013-01-01

Full Text Available Abstract: This study is a part of a bigger study investigating teachers’ personal theories (beliefs regarding English teaching and learning. Involving forty-two English teachers of fifteen Junior High Schools in the city of Sukabumi, West Java, this cross-sectional survey study used data gained from an open-ended questionnaire. A total of 3696 raw data items were gathered and analyzed both qualitatively and quantitatively. Relevant findings regarding the implementation of the curriculum in the daily process of English teaching and learning show that there are gaps between the mandated curriculum as stipulated by the government and the implemented curriculum at the classroom level. This departure from the mandated curriculum, in turn, diverts the course of curriculum implementation and leads to a level of accomplishment of the main goals of the English teaching and learning, which is different from what is stated in the mandated curriculum.

Crossroads: Quality of Life in a Nuclear World. A High School English Curriculum.

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French, Dan; And Others

One of a set of high school curricula on nuclear issues, this 10-day unit for English classes informs students of the issues surrounding the nuclear arms race and military spending. Each lesson includes readings, worksheets, and a daily homework assignment and focuses on one of the following activities: discussion, brainstorming, role playing, or…

Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

OpenAIRE

Minicucci, Catherine

1996-01-01

This article presents findings from the School Reform and Student Diversity Study, a 4-year project to locate and analyze schools offering exemplary science and mathematics programs to middle school students with limited proficiency in English. In contrast to the vast majority of schools, the four schools described in this article give these students access to stimulating science and mathematics curricula by instructing them either in the students' primary language or in English using shelter...

English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools

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Brown, Barbara J.

2013-01-01

The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher…

A STUDY OF THE ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL IN FOUR ENGLISH SKILLS ON GENDER EQUALITY IN SERANG CITY - BANTEN

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Nurhaedah Gailea

2015-06-01

Full Text Available The objective of the research is to find out deeply the aspects of   equal gender on English textbooks for Senior High School by Indonesian and English writer in Serang City. The method used in this research is qualitative research with content analysis technique.The data collected through document review. The research finding shows that the perecentage of men are higher than women in the aspects of main character and historical event, the use of equal language, public and domestic role, and art talent, sport, and  intellectual competence on the books of indonesia writer in four language skills such as listening, speaking, reading, and writing.This description shows that women are inferior because of culture, misinterpretation of religion, and patriarchy system factor. Whreas the perecentage of men and women are gender equal on the book of English writer, especially in the main character, the  language equal, the public and  domestic role, and the art talent, but the sport and intelectual competence showed that the perencentage of men are high. It means that women have opportunity as men and especially domestic role is responsibility of both men and women. It can be concluded that the Englsh textbook is written by Indonesian that called curriculum 2013 can not be used as English lesson, whereas the English textbook of English writer can recommend as English lesson because it found the equal gender.

High School General Education English Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

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Krones, Mary Patricia

2016-01-01

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers…

Why Do Primary School English Teachers Decide to Teach English?

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Amengual-Pizarro, Marian; Garcia Laborda, Jesus

2015-01-01

This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

Turkish High School Students' English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

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Akay, Cenk

2017-01-01

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students' de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation…

School-College Collaboration and the Teaching of English: Deja Vu All over Again?

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Harris, Charles B.

1995-01-01

Traces the historically optimistic view of college-secondary school cooperation. Asks why such optimism has faded in recent years. Considers how college-level departments of English can collaborate with high school English programs, such as in collaborative conferences. (HB)

Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

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Mwalongo, Leopard Jacob

2016-01-01

In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

Affective variables, parental involvement and competence among South Korean high school learners of English

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Annie Morris

2013-10-01

Full Text Available This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture, motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English, amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure, parental disinterest and students’ competence in L2 (English- EXAM and English-SELF. Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivationto learn, as conceptualized by Gardner (1985, 2010, as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants’ attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence.

Integration of School Features into Taiwanese Elementary School New English Curriculum

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Chien, Chin-Wen

2014-01-01

Elementary school English activation curriculum, an additional two culture classes, has been implemented only in New Taipei City in Taiwan starting from 2010, so only a few studies focus on it. This is a case study of an English teacher's integration of a school's features into the activation curriculum in a rural elementary school. This study…

What School Leaders Need to Know about English Learners

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Dormer, Jan Edwards

2016-01-01

School leaders have the unique opportunity and responsibility to play a crucial role in creating a culture of high expectations and an environment of support so that ELLs can succeed and continue to enrich the fabric of our country. "What School Leaders Need to Know About English Learners" offers school leaders the foundation, the ideas,…

The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

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Wayne E. Wright

2006-05-01

Full Text Available This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB; and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of

Effects of Printed, Pocket Electronic, and Online Dictionaries on High School Students' English Vocabulary Retention

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Chiu, Li-Ling; Liu, Gi-Zen

2013-01-01

This study obtained empirical evidence regarding the effects of using printed dictionaries (PD), pocket electronic dictionaries (PED), and online type-in dictionaries (OTID) on English vocabulary retention at a junior high school. A mixed-methods research methodology was adopted in this study. Thirty-three seventh graders were asked to use all…

Observations on English education in elementary schools

OpenAIRE

カドゥアー, ドナルド; 藤澤, 良行; カドゥアー, ドナルド; フジサワ, ヨシユキ; Donald, KADUHR; Yoshiyuki, FUJISAWA

2009-01-01

This paper examines English-language teaching in the People's Republic of China through visitations to some elementary school grades in two large urban centres, Beijing and Dalian, in March 2008. Observations of English classes in China for students in grades 1 to 6, provide the basis of what we feel needs to be addressed for the implementation of English-language teaching in lower levels of Japanese elementary schools (grade 5 and above) from 2011. After giving a brief overview of the develo...

Repositioning Ghana Schools as English Language Learner Schools

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Taylor, Mark

2016-01-01

Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in…

Teachers’ Evaluation of KBSM Form 4, 5 English Textbooks Used in the Secondary Schools in Penang, Malaysia

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Hooi Shyan Khoo

2015-08-01

Keywords: KBSM - Kurikulum Bersepadu Sekolah Menengah (The Integrated Secondary School Curriculum, SPM - Sijil Pelajaran Malaysia (High School Certificate, ESL - English as a Second Language, EFL - English as a Foreign Language, ELT - English Language Teaching

Flipped Instruction with English Language Learners at a Newcomer High School

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Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

A STUDY ON ENGLISH TEACHERS’ TEACHING APPROACHES, METHODS, AND TECHNIQUES AT A STATE SENIOR HIGH SCHOOL IN ENREKANG, INDONESIA

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Ita Sarmita Samad

2016-11-01

Full Text Available This research was aimed at identifying the approaches, methods and techniques used by the English teachers at a state senior high school in Enrekang, Indonesia in teaching English as a foreign language. Furthermore, the consistency of the approaches, methods, and techniques is also identifed. This research applied explorative qualitative research design. The subjects were all of the English teachers in that school. They were chosen through purpossive sampling technique. They were interviewed and observed to get data regarding their teaching approach, method, and technique. Their lesson plan were copied to gain supporting data. Based on fndings and discussion, the approaches used by teacher 1 were communicative and behaviorism approach. Teacher 2 applied systemic functional linguistic and constructivism/ cognitivism. Most of the techniques used by teacher 1 reflected behaviorism approach or principles of grammar translation method while the techniques used by teacher 2 reflected both of behaviorism and constructivism. In the case of the consistency, the English teachers still showed a considerable inconsistency. Yet, comparing with teacher 1, teacher 2 was more consistent. It is concluded that the two English teachers still need further upgrading regarding approaches, methods, and techniques of teaching English as a foreign language.

Motivation of Students for Learning English in Rwandan Schools

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Takahashi, Tomoharu

2018-01-01

Since Rwanda decided that from 2009 English will be the sole medium of instruction from upper level primary school onwards, motivation for learning English has become an especially important issue. Therefore this study investigated motivation for Rwandan primary and secondary school students to learn English. The study was carried out in Nyagatare…

The Impact of the Advent of English in Primary Schools on the Development of College English in China

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Liu, Jun; Dai, Zhongxin

2011-01-01

This article discusses the impact of the advent of primary English on the development of College English in China. The advent of English in primary schools as a teaching subject has brought about a downward shift of focus of the English education system in China. Basic English education will be accomplished in primary and secondary schools. The…

The Analysis on Emotional Education in Vocational School English Teaching

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兰州职业技术学院 730070

2015-01-01

In the time of advancing quality education, emotion education has been paid more and more attention. English teaching is both language teaching progress and emotional communication progress. Therefore, emotional education is extremely important and indispensable in vocational school classroom teaching. However, the current application of vocational school emotional education in English classroom teaching is still relatively weak. Based on the theory of emotional education, this paper attempts to explore the methods and strategies of applying emotional education in vocational school English classroom teaching. It has important theoretical significance on promoting the comprehensive development of the vocational school students, improving English teaching effect, promoting the healthy and sustainable development of the vocational school education, and enriching and developing the emotional teaching psychology and cognitive psychology theory.

Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

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Asha Khare

2011-01-01

Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

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Wang, Hung-chun

2018-01-01

This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…

When Learning English is Compulsory at School:

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Maryam Azarnoosh

2014-11-01

Full Text Available Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One’s motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners’ motivated learning behavior in light of Dörnyei’s (2005, 2009 theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.

Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-School

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Amparo Lázaro

2012-06-01

Full Text Available A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on the morphosyntactic development of two groups of (Basque-Spanish adolescents learning English in high-school over a two-year period. One group (n= 15 received CLIL instruction and English classes while the other group (n=11 only received English classes. The results indicate a clear advantage for the CLIL group, which seems to be at a further developmental stage. Nonetheless, both groups improve over the two years and, unlike previous claims in schools, no signs of fossilization are found although inaccuracies in inflection still exist. In light of these results, the value of increasing exposure in the form of CLIL lessons in high-school is discussed.Repetidamente se ha demostrado que los alumnos en programas de Adquisición Integrada de Contenidos y Lengua Extranjera (AICLE son mejores que los alumnos que únicamente reciben clases de inglés. Sin embargo, pocos trabajos han especificado qué aspectos concretos de la lengua mejoran con estas metodologías. Este trabajo analiza, a lo largo de dos años, el desarrollo morfosintáctico de dos grupos de adolescentes bilingües (euskera-castellano que aprenden inglés en el colegio. Un grupo (n=11 solo recibe clases de inglés mientras que el otro (n=15 también recibe clases de AICLE. Los resultados muestran que los alumnos AICLE presentan un mayor desarrollo morfosintáctico. También se muestra que ambos grupos evolucionan a lo largo de los dos años y, frente a trabajos anteriores, no hay signos de fosilización aunque los problemas flexivos persisten. Con estos resultados, se discute la validez de aumentar la exposición al inglés mediante programas

The Effects of Open Enrollment, Curriculum Alignment, and Data-Driven Instruction on the Test Performance of English Language Learners (ELLs) and Re-Designated Fluent English Proficient Students (RFEPs) at Shangri-La High School

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Miles, Eva

2013-01-01

The purpose of this study was to examine the impact of open enrollment, curriculum alignment, and data-driven instruction on the test performance of English Language Learners (ELLs) and Re-designated Fluent English Proficient students (RFEPs) at Shangri-la High School. Participants of this study consisted of the student population enrolled in…

English Value-Added Measures: Examining the Limitations of School Performance Measurement

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Perry, Thomas

2016-01-01

Value-added "Progress" measures are to be introduced for all English schools in 2016 as "headline" measures of school performance. This move comes despite research highlighting high levels of instability in value-added measures and concerns about the omission of contextual variables in the planned measure. This article studies…

School-Based Drug Abuse Prevention Programs in High School Students

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Sharma, Manoj; Branscum, Paul

2013-01-01

Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

Facebook Marketing Plan : Company: Language Alive! English School

OpenAIRE

Nguyen, Phuong

2017-01-01

Language Alive! is a start-up in language education with good methodology, which can create a new way of learning English in Vietnam. However, the fees to run marketing ac-tivities are high, the cost per lead is very expensive according to the statistic numbers given by the school. Besides, the current marketing strategy does not seem to be effec-tive; not many people know anything about the school or realize the benefit from the new methodology; therefore, they do not have any intention to p...

Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

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Ajayi, Lasisi

2015-01-01

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

Language Learning Strategies Used By Different English Proficiency Students Of State Senior High School 3 Malang

OpenAIRE

EMANTO, YUANITA

2013-01-01

English is one of International languages in the world and mainly used in International forums. Because of its importance, Indonesian government decides to make English as a formal subject in schools. Students are expected to have basic competences in four skills those are listening, speaking, reading, and writing comprehensively to reach functional literate. Students should have strategies to improve their proficiency and skill in English. The aims of this study are to find out (1) how langu...

English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs

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Fragozo, Carina Silva; Monawar, Mônica Deitos Stedile

2012-01-01

This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot…

Study on the Role of Video Educational Games with a Linguistic Approach in English Language Education of the 2nd Grade High School Students

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Farzad Jalalian

2018-04-01

Full Text Available The inability of English language learners to recall English concepts is a major challenge faced by teachers. This paper aims to determine the effectiveness of video educational games with a linguistic approach in English language education of the 2nd grade high school students. This is an applied and quasi-experimental study conducted in 2016. For the purpose of this study, we divided the participants into test and control groups and omitted the impacts of covariate (pretest scores measured before execution of any test on the learners. The statistical population consists of 90 students, divided into three groups each consisting of 30 students. Due to the long process of the research, we used availability sampling method in order to minimize the drop in the number of participants. The data was analyzed by SPSS and ANCOVA. The results of this study confirmed that a significant difference exists between English language recalling ability of 2nd grade high school students in test and control groups who are provided with video educational games with and without English language concepts respectively. We concluded that video educational games play an effective role in English language recalling ability of the students. Therefore, it is recommended that video educational games be used for enriching the leisure times of English learners.

EFL Speaking Anxiety among Senior High School Students and Policy Recommendations

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Amirul Mukminin

2015-08-01

Full Text Available This report drew on a larger study which was to describe and understand the sources of senior high school students’ English language speaking anxiety at senior high schools in Jambi, Indonesia. The purpose of this paper was to report some of findings from the qualitative interview data on the sources of senior high school students’ English language speaking anxiety at one senior high school in Jambi, Indonesia. Data were collected through demographic profiles and semi-structured interview with senior high school students. The demographic data were analysed descriptively while the interview data were transcribed and analysed line by line to generate and develop codes and themes. An analysis of the interview data revealed that five major themes were related to students’ English language speaking anxiety, including (1 low speaking skill due to lack of vocabulary and grammar, (2 fear of negative responses from others, (3 low self-esteem to speak in English, (4 fear of being evaluated by teachers, and (5 cultural influences to speak English due to a more teacher-centred style. Suggestions and policy implications are also discussed.

Motivating Senior High School Students in English Learning

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章小焕

2015-01-01

Motivation is the key to students’ English learning. To know how to promote students’ motivation in learning English, we need to know e-nough about motivation itself. In fact, motivation is so important to successful English learning that we must find the ways to promote students’ motivation. This paper focuses on identifying students’ problems of motivation and activa-ting their motivation to learn English with some useful ways.

Strategies to Support High School Students’ Reading Comprehension in the English Language

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Zabala Palacio Freddy Oswaldo

2004-08-01

Full Text Available Teachers are often concerned about the low reading level of their students in both English and Spanish. One way to solve this problem is by using reading strategies. Promoting the development of reading competences in English will offer the students tools that allow them to comprehend texts and will contribute to a closer relation with the second language culture. This article reports on a study carried out when doing my teaching practice in a public high school in Bogotá, Colombia, in 2002. The main objective of my research project was to support the development of eleventh graders’ reading comprehension competence in English. Hence, I refer to the group’s views on English reading comprehension, their handling of strategies to develop reading competence in English and their progress after having applied those strategies. Key words: Foreign Language-Teaching, Reading Strategies El bajo nivel de lectura en los estudiantes de inglés y español es una de las preocupaciones comunes de los docentes. Una forma de solucionar este problema es a través del uso de estrategias de lectura. De tal manera, promover el desarrollo de competencias lectoras en los estudiantes de inglés les ofrecerá herramientas que les permitirán comprender los textos y contribuirá a crear una relación más cercana entre ellos y la cultura de la segunda lengua. Este artículo reporta un estudio llevado a cabo durante mi práctica docente en una escuela pública de Bogotá, Colombia, en el año 2002. El objetivo principal de mi proyecto de investigación fue apoyar el desarrollo de la competencia en comprensión de lectura en el idioma inglés en estudiantes de undécimo grado. Por lo tanto, menciono los puntos de vista de los estudiantes sobre la comprensión de lectura, la forma como utilizan las estrategias para desarrollar esta competencia en inglés y su proceso después de su acercamiento a la comprensión lectora a través del uso de las mismas

Does Teaching English in Saudi Primary Schools Affect Students’ Academic Achievement in Arabic Subjects?

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Othman Aljohani

2016-02-01

Full Text Available The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has been based on religious, cultural, and educational arguments. The latter argument consists of claims that learning English at a young age might influence children’s mother tongue development and influence their academic success. This paper investigates the impact of teaching English in Saudi primary schools on students’ achievement in Arabic-language subjects. This quantitative research aims to inform the debate on second language learning in primary schools by studying children’s examination results in the Arabic subject areas of grammar, reading, and writing. The sample consisted of primary school students from years 1 to 6 as well as year 6 students from the last year before (2004 and the first year after (2005 the introduction of English. Student results from four primary schools (two government schools and two private schools were collected and analysed. This study found no indication of a positive or negative impact of learning English on students’ achievement in Arabic subjects. However, private school students who studied English beginning in their first year of school had better results in the Arabic subjects that were the focus of this research. Keywords: second language acquisition, language impact, ESL

An empirical study on perceptive teaching in junior middle school English in China

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Lifen He

2017-11-01

Full Text Available Although the middle school English teaching has gotten a lot of achievements in China, some problems still exist, such as too much emphasis on words, grammars and structures. Perceptive teaching can be helpful for English teaching from a new perspective. There are three teaching procedures in the perceptive teaching: eliciting to acquire text meaning, creating situation to experience and comprehending to get the internal values in individuals. This thesis did the experimental research on English perspective teaching in middle school in China. The results show that in perceptive teaching, learners’ cognitive abilities can be improved; learners can show great interests in learning and shape positive attitudes; their learning methods can greatly be promoted. For different level learners, it shows that middle level learners can gain more benefit than the high level or low level learners in English perceptive teaching.

Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools

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Masumoto, Marcia; Brown-Welty, Sharon

2009-01-01

Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and school-community interrelationships, this qualitative study examines the practices of educational leaders in…

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

Science.gov (United States)

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

Foreign language education: Principles of teaching English to adults at commercial language schools and centers

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Oleg Tarnopolsky

2016-12-01

Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

A Diagnosis of English Language Teaching in Public Elementary Schools in Pasto, Colombia

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Jesús Alirio Bastidas

2011-12-01

Full Text Available English teaching in Colombian primary schools became a requirement because of the promulgation of the Law of Education in 1994. Taking into account that this decision produced some difficulties in the schools, a study was conducted to diagnose the state of English language teaching in primary schools in Pasto, Colombia. Data were gathered through classroom observation, a questionnaire, and interviews. The results showed that teachers are not well versed either in methodology or in the command of the English language; there was no English syllabus; didactic materials were nonexistent; and the children’s lack of motivation was the most critical problem. Teachers, institutions and the government have to take into account these findings in order to improve English learning in primary schools.

Teachers’ Perceptions of and Concerns for the Implementation of the New First Grade English Textbook at Iran’s Public Junior High Schools

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Marzieh Asadi

2014-11-01

Full Text Available Changing the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook (Prospect 1 from teachers’ perspectives. To attain this objective, 30 junior high school teachers were interviewed and the data were then analyzed by qualitative content analysis. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, the participant teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities.

THE CORRELATION BETWEEN TEACHERS’ WORKING PERIOD AND WORKLOAD AND STUDENTS’ ENGLISH ACHIEVEMENT OF SOME JUNIOR HIGH SCHOOLS IN PALEMBANG CITY

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Dian Septarini

2017-03-01

Full Text Available The Objective of this study is to find out whether or not there is a significant relationship between teachers’ working period and workload and students’ English achievement of some Junior High Schools in Palembang city. The populations of this study were all English teachers and the students of ten Junior High Schools in Palembang. 945 students were taken as the sample by using purposive sampling and for the teachers was also purposive technique sampling. The instrument used in collecting the data were questionnaire for teachers that was used to know the ideal condition of teachers’ working period and workload and documentation of students’ English achievement. The data obtained from the questionaire and students’ grade was analyzed by using Coefficient Contingency on the help of SPSS Package for Windows to assess the contribution of teachers’ working period and workload and students’ English achievement. The obtained chi-square is 14.594, the probability under 0.05 and degree of freedom 4. The chi-square obtained > the value of chi-square table and coefficient contingency value is 0.542. It means that there was a correlation between teachers’ working period and workload and students’ English achievement.

Researches and Analysis on Middle School Students’ English Learning Motivation

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陈虹; 韩小乐

2008-01-01

<正>This thesis discusses the relations among English learning motivations, learning strategies and study efficiency under China’s background through reviewing the Chinese and overseas English learning motivation research, analyzing its explanation, characteristics and the questionnaire results. Several suggestions on how to stimulate and foster the students’English learning motivation have been given through the analysis of existing problems in the English study of students. I expect these would be animating English teaching in school.

An Investigation of School Counselor Self-Efficacy with English Language Learners

Science.gov (United States)

Johnson, Leonissa V.; Ziomek-Daigle, Jolie; Haskins, Natoya Hill; Paisley, Pamela O.

2017-01-01

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S.…

The Effect of Teaching Methods and Learning Styles on Students’ English Achievement (An Experimental Study at Junior High School 1 Pasangkayu

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Syahrul Munir

2019-10-01

Full Text Available The objectives of the research are to determine the effects of teaching methods (STAD and jigsaw and learning styles (visual, auditory, and kinesthetic on students’ English achievement. This research is an experimental study conducted at Junior High School Pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68. The results of the research are as follow: (1 English achievement of students taught with STAD is better than those of taught with jigsaw; (2 there is no significant difference in  English achievement among visual, auditory, and kinesthetic students; (3 there is any significant effect of interaction among teaching method and learning styles on students’ learning English achievement. The research also find out that for visual students, studying English achievement of students taught with STAD is better than that of students taught with jigsaw; for auditory students, learning English achievement  of students taught with jigsaw is better than that of students taught with STAD; and for kinesthetic students, English achievement of students taught with STAD is better than that of students taught with jigsaw. To sum up, STAD is more effective than jigsaw in improving students’ English achievement. STAD is suitable to improve English achievement of visual and kinesthetic students, and jigsaw is suitable to improve English achievement of auditory students.

How teachers of English in South African schools recognise their ...

African Journals Online (AJOL)

How teachers of English in South African schools recognise their change agency. ... values consistent with the fundamental rights contained in the Constitution of ... Keywords: change agency; democracy; empowerment; teachers of English ...

The Effect of Thematic Classes on English Vocabulary Learning: A Study of Iranian Junior High School Students

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Zeinab Mahmoudi

2016-05-01

Full Text Available This study was designed to verify the effect of thematic classes on English vocabulary learning. Thematic class is an educational project, which recently started to be used in junior high schools in Iran. The ministry of Education in Iran has launched the project of thematic classes to improve learning in 2010 with the hope of copying with some of the educational problems so that students experience deeper learning.  For subjects of the study, 90 7th grade students of junior high school in Taybad, Khorasan e Razavi were selected. Three groups were used in this study: two experimental groups and one control group. Each group consisted of 30 female students, who settled randomly in the groups, respectively. Their range of age was between 13 and 14. A vocabulary-based test, which was designed by the researcher, was used as the main measurement tool in the study to evaluate the students' achievement in the course. The course lasted 10 weeks, two sessions per week. The results reflected the positive effect of thematic classes on vocabulary learning. Therefore, educational implication of thematic class for junior high school is suggestible.

Expanding the Possibilities of Discussion: A Strategic Approach to Using Online Discussion Boards in the Middle and High School English Classroom

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Ruday, Sean

2011-01-01

This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features. The features of online discussion boards, their effects, and how these boards…

The Importance of English in Primary School Education in China: Perceptions of Students

Science.gov (United States)

Qi, Grace Yue

2016-01-01

English has become a compulsory subject from Primary Three in China since 2003 and is gradually being introduced even earlier into the curriculum in many schools. This highlights the official importance of English in both primary school education and society. However, although a compulsory subject, there are fewer English lessons than for Chinese…

Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

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ISTI QOMARIAH

2018-05-01

Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

The Practice of School Psychology in Quebec English Schools: Current Challenges and Opportunities

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Finn, Cindy A.

2016-01-01

In Quebec, school psychology is alive and well. This article outlines current challenges and opportunities related to the practice of psychology in Quebec English schools. Changes to the practice of psychology in Quebec over the last decade have had an impact on the delivery of psychological services in schools. Modifications of the admission…

Earphone English.

Science.gov (United States)

Goldsmith, Francisca

2002-01-01

Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age…

Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

OpenAIRE

Asha Khare

2011-01-01

India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What childre...

Developing Oral Language Skills in Middle School English Learners

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Fisher, Douglas; Frey, Nancy

2018-01-01

Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

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Cummins, Jim; Mirza, Rania; Stille, Saskia

2012-01-01

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations…

The Dynamics of Supply and Demand Chain of English-Medium Schools in Bangladesh

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Mousumi, Manjuma Akhtar; Kusakabe, Tatsuya

2017-01-01

This research concerns English-medium schools (EMSs), which are emerging as a popular new educational sector in Bangladesh. Because these schools have gained immense popularity, we seek to identify how these schools respond to parental demand and retain their clientele. In addition to English language demand, our findings reveal a symmetrical…

Improving Elementary School Students’ English Vocabulary Through Local Cultural Content Materials

OpenAIRE

Frans Manurung; Ignatius Harjanto

2015-01-01

Abstract Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement ...

Urban school leadership for elementary science education: Meeting the needs of English Language Learners

Science.gov (United States)

Alarcon, Maricela H.

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English) Programme in Improving English Language Vocabulary among Secondary School Students

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Singh, Manesha Kaur Rajendra; Singh, Manjet Kaur Mehar; Eng, Lin Siew

2015-01-01

Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students' ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar…

Transitions and translations from Afrikaans to English in schools of ...

African Journals Online (AJOL)

Jean Farmer. Centre for Teaching and Learning, Stellenbosch University, 7600 Stellenbosch, South Africa .... This study examines the linguistic resources and language choices of learners in a specific school, ... Afrikaans-dominant bilingualism, to either English-dominant bilingualism or (in extreme cases) to. English ...

Comparing varieties of in-service English Language Training for primary school teachers in Norway

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James Coburn

2014-09-01

Full Text Available International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

Effective instruction for English learners.

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Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

Teacher Use of Brain-Based Research, Response to Intervention, and Teacher Efficacy in Elementary Schools with High and Low Individual Education Plan Growth for English Language Learners

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Fernandez, Nicole

2012-01-01

The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…

A Language without Borders: English Slang and Bulgarian Learners of English

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Charkova, Krassimira D.

2007-01-01

This study investigated the acquisition of English slang in a foreign language context. The participants were 101 Bulgarian learners of English, 58 high school students, and 43 university students. The instrument included knowledge tests of English slang terms and questions about attitudes, sources, reasons, and methods employed in learning…

Contemporary Bilingual Life at a Canadian High School: Choices, Risks, Tensions, and Dilemmas.

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Goldstein, Tara

2003-01-01

Reports on a ethnographic study that investigated how immigrant high school students used Cantonese and English to achieve academic and social success in a Canadian high school where English was the language of instruction. Argues that immigrant students found meaningful ways to acquire the cultural capital of the dominant society. (CAJ)

SCHOOL OBSERVATION AS ONE OF THE ASSESSMENTS FOR ENGLISH EDUCATION DEPARTMENT STUDENTS OF MURIA KUDUS UNIVERSITY

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Atik Rokhayani

2017-04-01

Full Text Available Nowadays, learning requires students to develop their knowledge through critical thinking. Knowledge is not just receiving the information but also interpreting the information. It requires new learning goals change the relationship between assessment and instruction. So, the lecturers need to assess the students’ ability to comprehend the materials. In addition, the lecturers have to take an active role about the purpose of the assessment and the content that is being assessed. There are many kinds of assessments used by the lecturers given to their students. For example: asking the students to do the discussion, test, questioning, observation etc. School observation tends to be familiar for the students of English Education Department of Muria Kudus University since by doing the observation they can face the real school condition. The students can observe the English teaching and learning process in the classroom. This paper focuses in AMEL (Approaches and Methods in English Language class. It discusses the application of school observation as one of the authentic assessment for English Education Department students of Muria Kudus University through exploring the approaches and methods used by Junior High School teachers in Kudus. In the end of the observation, the students have to report the discussion in form of poster presentation.

The Effect of Indigenous Politics on English Language Provision in New Zealand's Maori Schools

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Rata, Elizabeth; Tamati, Tauwehe

2013-01-01

An ambivalence characterising the provision of English language instruction in New Zealand's Maori schools is traced to the establishment of the schools in the recent period of biculturalism and retribalisation, and to the role of the schools in indigenous ideology. The article discusses the effects of the ambivalence on English language provision…

On the importances of cultivating cross-cultural awareness of pre-service English teachers of primary schools

Institute of Scientific and Technical Information of China (English)

聂冬霞

2016-01-01

Cross-cultural communication becomes more important in English education in primary schools and one of the main tasks of English learning in primary schools is to improve students' cross-cultural awareness. For pre-service English teachers they should pay more attention on the importances of cultivating their cross-cultural awareness in English learning.

A case study of Markdale High School's implementation of heterogeneously-grouped classes in English, mathematics, science, and social studies

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Pierre-Louis, Fred

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006) experienced during this effort. The researcher used Hall and Hord's (2006) Concern-Based Adoption Model (CBAM) as a conceptual framework. Specifically, the researcher applied three elements of the CBAM model: (a) the Twelve Principles of Change, (b) the Change Facilitator Styles, and (c) the Stages of Concerns. Hall and Hord's framework served as a lens through which the researcher analyzed all data. The researcher used a mixed-method (qualitative and quantitative) approach to answer the four research questions. The participants completed three instruments: (a) the Stages of Concern Questionnaire (SoCQ), (b) the Principles of Change Survey, and (c) the Facilitator Style Survey. All three instruments were self-report, paper-pencil surveys. The sample included 72 faculty members who experienced the change over the past three years. Findings from the three data sources and the school principal's comments during debriefing are indicated for each research question and reported by unit of analysis. Respective to the research questions, the researcher concluded that: (1) Markdale High School accomplished the change by implementing both structural and instructional changes supporting to the change to heterogeneous grouping; (2) even though teachers had divergent opinions on the school principal's facilitation style, the principal thought of himself as an incrementalist and a practitioner of differentiated facilitation styles; (3) while half of the faculty felt that they received formal training on heterogeneous grouping, (4) half felt that they did not have a choice in the decision-making process as it occurred with college preparatory and

Transitions and translations from Afrikaans to English in schools of ...

African Journals Online (AJOL)

Transitions and translations from Afrikaans to English in schools of the Helderberg area. ... in order to determine features of a perceived process of language shift. The language repertoire and decisions on school enrollment of learners from ...

Out-of-school factors in english language proficiency: comparison between Slovenia and the Netherlands

OpenAIRE

Gorenc, Ana

2017-01-01

In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family ba...

Perception of "English" and Motivation in Learning English

Science.gov (United States)

Sahin, Mehmet; Seçer, Sule Y. E.; Erisen, Yavuz

2016-01-01

This study aims to present high school students' perception of "English" through the impressions and images and the effect of these perceptions on their motivation in learning English. This qualitative study is based on the data about students' metaphors and the focus group interview to determine their effect on the students' motivation.…

English Communication Skills: How Are They Taught at Schools and Universities in Oman?

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Al-Mahrooqi, Rahma

2012-01-01

The aim of this paper is to investigate, from a student perspective, how English communication skills are taught in Oman's schools and higher education institutions. Previous research has documented the lack of communicative ability in English among school and higher education graduates in Oman (Al-Issa, 2007; Moody, 2009). However, the reasons…

English Language Education in Formal and Cram School Contexts: An Analysis of Listening Strategy and Learning Style

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Chou, Mu-hsuan

2017-01-01

Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools…

Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

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Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

2017-01-01

This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

English as an Additional Language and Attainment in Primary Schools in England

Science.gov (United States)

Demie, Feyisa

2018-01-01

English as an additional language (EAL) and language diversity attract much interest amongst policymakers and educationists; yet little is known about the performance in English schools of EAL pupils who are not fluent in English and speak different languages at home. The findings of the aggregated data confirm that EAL pupils achieved less well…

English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

Science.gov (United States)

Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

2017-05-01

Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

Language Barrier And The Performance of Secondary School Students in EnglishLanguage in Katsina Metropolis

OpenAIRE

Nwabudike Christopher Eziafa; Ojoko E. A.; George Anaso Nwaorah

2014-01-01

This research work centres on Language Barrier and the Performance of Secondary School Students in English Language in Katsina Metropolis. The study identifies the causes of failure in English Language in secondary schools, the factors responsible for the inability of students to learn English language as a second language and the effect of mother tongue interference on the performance of students in English language in the study area. Data for this study  were collected through the use of st...

Botswana English: Implications for English Language Teaching and Assessment

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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…

Out-of-School English Language Use by Newcomer English Learners from Korea

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Kim, Catherine E.

2017-01-01

This study reports the major findings of an in-depth survey and interview with a group of students and parents who recently immigrated to the U.S. from Korea. The study was conducted to identify how they engage in out-of-school English language use and to what extent parents and teachers are involved and supportive in the process. All the…

English as a third language in Norwegian schools. A study on English teachers' multilingual competence and knowledge of third language acquisition

OpenAIRE

Pedersen, Line

2016-01-01

This study investigates whether or not English teachers have the ability to teach English as an L3. The basis of this is the increase in multilingual pupils in Norwegian schools that are acquiring/will be acquiring English as their third language. The research question is as follows: ”Do English teachers have sufficient knowledge and competence in multilingualism to teach English as a third language to multilingual pupils?” As well as answering the research question, the study seeks to an...

Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

Science.gov (United States)

Crosley, Haver

This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

An Inquiry into the NEST Program in Relation to English Teaching and Learning in Taiwanese Primary Schools

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Luo, Wen-Hsing

2014-01-01

This study aims to explore the Native English-Speaking Teacher (NEST) Program in relation to teachers' instruction and students' learning of English in primary schools in Taiwan. Inviting native English-speakers to teach English in the school system is not an unusual practice in the Asia-Pacific region. As the practice of including NESTs in the…

Conjunctions in Malaysian Secondary School English Language Textbooks

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Alicia Philip

2012-05-01

Full Text Available The present research aims to investigate the distribution pattern of conjunctions and their ranking in two different corpora, namely the Malaysian school English language Textbook Corpus (Textbook Corpus and the British National Corpus (BNC. An additional objective of the study was to find out how conjunctions had been presented in the Malaysian school English language textbooks (Forms 1-5. The method applied was qualitative content analysis. The findings indicated that coordinating conjunctions were the most frequent conjunctions that occurred in the five textbooks followed by subordinating and correlative conjunctions. The ranking of the different types of conjunctions in the Textbook Corpus was similar to that of the reference corpus, BNC. The results also indicated that the textbooks failed to present conjunctions effectively. The findings are expected to help textbook developers or language teachers in developing or adapting learning materials. Keywords: Conjunctions, Textbook evaluation, Distribution patterns

The Impact of Educational Policy on English Learners in a Rural Indiana School Corporation

Science.gov (United States)

Burke, April M.

2015-01-01

Indiana English learners (ELs) constitute a rapidly growing portion of the state's school-aged population, and those classified as limited English proficient are low performers on the state test. The purpose of this embedded mixed methods study was to understand how school personnel respond to accountability mandates, interpret test scores, and…

Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

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Elizondo, Antonio

The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

The Employment of Pop Culture in Middle School English Language Teaching

Institute of Scientific and Technical Information of China (English)

杨才英

2007-01-01

Nowadays,culture teaching is more emphasized in language teaching. But less attention is paid to the influence of pop culture in language teaching. The important role of pop culture in middle school English language teaching will be discussed in this thesis through its correlation with some factors in English language teaching.

A Brief Survey of English Education of Tibetan Primary School in Ganzi County

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He, Xiaojun; Lazo, Xia

2015-01-01

The current social backgrounds have made English learning become an important part in every Chinese student's life. Tibetan students begin to study Tibetan, Chinese and English from primary school. However, in many Chinese ethnic-minorities areas like Tibetan areas, English education is facing many problems and challenges, especially the English…

A Way of Teaching English Based on Various Fields of English Linguistics

OpenAIRE

小倉, 美津夫

2018-01-01

　The aim of this paper is to analyze the present situation of English teaching in senior high schools in Aichi prefecture, clarify the problems English teachers have had since the 2010 reform of the Course of Study, and suggest that they should take in and use in their classrooms the perspectives of English linguistics. They had learned the introduction of English linguistics at their university before they became teachers, but they haven't noticed how the knowledge of English linguistics is ...

Global, National, and Local Goals: English Language Policy Implementation in an Indonesian International Standard School

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Eddy Haryanto

2012-12-01

Full Text Available The purpose of this study was to examine the achievement of students in math and science subjects as the impact of using English as a medium of instruction at an international standard school. A questionnaire was used as a research instrument to 190 students at one international standard school in Jambi Province, Indonesia. A focus group discussion (FGD approach was undertaken to validate and verify the data gathered through the questionnaire and clarify some issues raised in the questionnaire. Data were analyzed by using descriptive statistics and Pearson Product Moment Correlation. It was found that the students’ demographic profile, attitude toward English and grades in math and science subjects were significantly related with their academic achievement. However, students’ perception on methods and techniques was not significantly related with their academic achievement in English, math, and the science subjects. The result showed that the implementation of English as a medium of instruction was not done well in the international standard school. This is perhaps due to the difficulty of learning science and math in English. This study provided information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. The challenges of attempting too ambitious linguistic and academic goals in the school were discussed as were policy implications and future research.

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

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Shishavan, Homa Babai; Sadeghi, Karim

2009-01-01

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…

English Language Education in Primary Schooling in Argentina

Science.gov (United States)

Porto, Melina

2016-01-01

This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international…

Intelligent Web-Based English Instruction in Middle Schools

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Jia, Jiyou

2015-01-01

The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

Washback Effects of a High-Stakes Exam on Lower Secondary School English Teachers' Practices in the Classroom

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Kilickaya, Ferit

2016-01-01

The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate…

On the High School Education of a Pithecanthropus Erectus

Science.gov (United States)

Steel, Sean

2014-01-01

This article examines our modern ways of schooling youth in light of philosophic and personal narrative accounts of "the Dionysian" aspect--a term the author uses to understand his own experiences and aspirations as a high school English teacher. Having articulated the meaning of this term, he goes on to point out how schools today are…

EFL Students’ Attitudes and Perception towards English Language Learning and Their English Language Proficiency: A Study from Assa’adah Islamic Boarding School, Indonesia

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Falita G. Jaliyya

2017-08-01

Full Text Available The English language has been given the status of Foreign Language (FL in Indonesia, unlike the language being a second language in its neighbouring countries. However, the language has becoming quite popular and dominant in certain parts of Indonesian schools, especially private schools and colleges. Thus, this investigation sought to examine the attitudes and perceptions of selected Indonesian English language learners. It also aspired to find out how these attitudes and perceptions towards the English language affect their proficiency. A qualitative research design employing the in-depth semi-structured interview was carried out with 12 students at the As’saadah Islamic Boarding School in Banten, West Java.  Thematic analyses were also performed to analyse the data. The findings point to the direction of students’ motivation in learning English as a foreign language. Students were found to have positive attitudes  and were motivated  to learn the language although learning the language might not stem from their own willingness to learn.

Cyberl@b: a platform for learning english in Costa Rican public high schools

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Quesada Pacheco, Allen

2006-12-01

Full Text Available Abstract: This paper covers the design and development of a noncommercial software for learning and practicing English called CyberL@b. It was developed at the School of Modern Languages at the University of Costa Rica. Its target population focuses on 7th, 8th and 9th graders at six public high schools in diverse urban and rural settings in Costa Rica.CyberL@b uses interactive media resources designed to engage student in learning English within authentic contexts.Cyberlab was designed to create an environment that is unique in fostering the integration of the four language skills (listening, speaking, reading, and writing through social interactions that are critical in EFL (English as a Foreign Language. An initial needs analysis of the six schools indicated that students considered the following to be important contributors to language learning: conversations with tourists, computer programs and video games, movies, and email of class notes. The implementation of CyberL@b indicates that when students engage in authentic activities relevant to their needs, they become more autonomous and self-directed in their learning. Teachers also adopt more learnercentered methods in their language teaching. On the basis of ongoing development and evaluation, a variety of approaches and technical strategies have been considered to allow students to engage in real-time authentic language learning activities through CyberL@b.Resumen:Este documento describe el diseño y desarrollo de un software no—comercial para el aprendizaje y aplicación práctica del inglés llamado CyberL@b. Este software fue diseñado por la Escuela de Lenguas Modernas de la Universidad de Costa Rica y está enfocado para el III Ciclo (sétimo, octavo y noveno grado en seis escuelas pilotos ubicadas en áreas rurales y urbanas de Costa Rica. CyberL@b utiliza recursos interactivos en línea con el propósito de facilitar el aprendizaje del inglés en contextos auténticos y de crear

A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study of Texts in English Textbooks Used at Junior High School

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Lies Amin Lestari

1997-01-01

Full Text Available Abstract: The introduction of the 1994 Curriculum and its meaningfulness approach (Pendekatan Kebermaknaan encourages textbook writers and publishers to publish textbooks in order to meet the needs of both teachers and students for the learning process. That is why at present textbooks of any subjects, including English, are flooding the market. There are some criteria that need to be considered before choosing a textbook for an English class; among others are the authenticity of the language as it is used by the native speakers and its cultural appropriateness (flicker, 1975. This article attempts to analyze three textbooks which are widely used at junior high schools in Surabaya and its nearby towns from the sociolinguistic point of view. The findings show that there are some words or sentences that are sociolinguistically inappropriate and unacceptable eventhough as a whole the textbooks are good and can be used for teaching.

HUMANITIES IN A JUNIOR HIGH SCHOOL.

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KNIGHT, BONNIE M.

A HUMANITIES COURSE HAS BEEN DEVELOPED FOR ACADEMICALLY ABLE SEVENTH-GRADE STUDENTS IN BRANCIFORTE JUNIOR HIGH SCHOOL IN SANTA CRUZ, CALIFORNIA. IN A TWO-PERIOD DAILY TIME BLOCK, STUDENTS LEARN ENGLISH, LITERATURE, AND LATIN, AND INVESTIGATE TOPICS IN ARCHEOLOGY, CULTURAL ANTHROPOLOGY, LINGUISTICS, PSYCHOLOGY, PHILOSOPHY, GREEK LITERATURE AND…

High School Education in Vietnam

OpenAIRE

Hasebe, Io

2018-01-01

In this report, I will introduce high school school education in Vietnam in two aspects: time schedule and language instruction. When I had an international exchange with local high school students, I was surprised at how fluently students spoke English and Japanese and thus became interested in language instruction in Vietnam. As I continued my research, I discovered many unique differences between Vietnam and Japan in terms of education. This is why I chose high school education as my repor...

ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

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Yuli Rachmawati

2014-10-01

Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

Science.gov (United States)

2011-01-19

... DEPARTMENT OF EDUCATION Native American and Alaska Native Children in School Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview Information; Native American and Alaska Native Children in School Program...

High School Students' Topic Preferences and Oral Development in an English-Only Short-Term Intensive Language Program

Science.gov (United States)

Hsieh, Hui-Chen

2016-01-01

Developing the ability to speak English is a daunting task that has long been omitted in a test-driven pedagogy context (Chang, 2011; Li, 2012a, 2012b; Chen & Tsai, 2012; Katchen, 1989, 1995). Since speaking is not tested for school admissions, most students are not motivated to learn it (Chang, 2011; Chen & Tsai, 2012). Now, globalization…

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

Science.gov (United States)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

Stimulating and Developing High School Students’Motivation in Their English Learning

Institute of Scientific and Technical Information of China (English)

笈文婷

2014-01-01

Stimulating learning motivation refers to transforming potential learning motivation to learning behavior.Motivation is the core of learning process,keeping right and long-lasting power is the premise of English learning.As for present English teaching,teachers often face students lacking learning interests and learning motivation,so how to stimulate and develop these students’learning motivation is a universal prob-lem for many teachers,of course it is a difficult problem.The essay aims at analyzing the classifications of English learning motivation,the influen-tial factors of learning motivation and how to improve English learning motivation from many ways.

Satanic Portals and Sex-Saturated Books: Parent Complaints about English Texts in NSW Protestant Schools

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Hastie, David

2014-01-01

Exploring Australian school text censorship has a long pedigree in "English in Australia." This article aims to contribute by observing attempts by parents to censor English texts in religious schools. A brief summary of "EIA"'s previous approaches is followed by an explanation of the method of my research with NSW Protestant…

Examining teachers’ views on the implementation of English as L3 into primary schools: A case of Kazakhstan

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Bakhytgul A Zhetpisbayeva

2016-06-01

Full Text Available The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a third language (L3 to grades 1-4in 2013. As with many changes in the curriculum, English language teaching has also been changed and the starting age for learning of English language has been lowered to 6-7 years of age (Grade 1. However, implementation of the curriculum requires readiness on the part of the teachers and teachers' views about teaching English in primary school is important for successful implementation of English language policy. Thus, this research aims to investigate the teachers’ views about the starting age for L3 learning, teachers' professional development, teaching materials and problems of implementation of a language policy in primary schools in Kazakhstan. The data for the study was gathered from 105 English teachers working in different primary schools. The study revealed that most have not yet made a transition to the organized system of teaching English languages in primary school.

CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI

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Umi Nur Kurniliawati

2016-08-01

as observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

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Chaka Chaka

2015-05-01

Full Text Available Poor levels of English first additional language (EFAL reading comprehension amongst school learners at most public schools in South Africa are a great concern. In fact, for learning to be successful and effective, learners need to be able to read well in EFAL. This is more so as EFAL serves as a language of learning and teaching (LOLT for most learning areas in South Africa’s public schools. Against this background, this study set out in 2012 to investigate the English reading comprehension of Grade 10 EFAL learners at a senior secondary school. Using purposive and voluntary sampling techniques, the study had 17 EFAL learners(M = 10, F–7 as its participants. It employed three reading measures, a recall task, a summary and a comprehension test, which were based on three English extracts, to assess participants’ reading comprehension. It then assessed and scored participants’ responses to the three tasks by using an oral reading rubric and two prepared marking memoranda. One of the findings of this study was that, of the three reading tasks administered, participants did slightly above average in the comprehension test, but performed below average in the two other tasks – the recall and summary tasks.

"Knowledge" in English Primary Schools' Decision-Making about Sex and Relationships Education

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Wilder, Rachel

2018-01-01

Objective: To assess what kinds of knowledge policymakers in a sample of English primary schools utilised to make decisions about their school's sex and relationships education policy. Method: Semi-structured interviews were conducted with policymakers at three primary schools in the southwest of England, and documentary analysis of the schools'…

Advancing Multicultural Education: New Historicism in the High School English Classroom

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Li, Sidney C.

2015-01-01

High schools across the country are restructuring their curricular frameworks to meet the new Common Core State Standards (CCSS), which emphasize an understanding of cultural diversity in addition to critical thinking and literacy. Despite curricular variance among high schools, the significant roles non-white races have played in constructing a…

How are we 'doing' cultural diversity? A look across English Canadian undergraduate medical school programmes.

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Gustafson, Diana L; Reitmanova, Sylvia

2010-01-01

Cultural diversity education is a required curriculum component at all accredited North American medical schools. Each medical school determines its own content and pedagogical approaches. This preliminary study maps the approaches to cultural diversity education in English Canadian medical schools. A review of 14 English Canadian medical school websites was undertaken to identify the theoretical approaches to cultural diversity education. A PubMed search was also completed to identify the recent literature on cultural diversity medical education in Canada. Data were analysed using 10 criteria that distinguish pedagogical approaches, curricular structure, course content and theoretical understandings of cultural diversity. Based on the information posted on English Canadian medical school websites, all schools offer cultural diversity education although how each 'does' cultural diversity differs widely. Two medical schools have adopted the cultural competency model; five have adopted a critical cultural approach to diversity; and the remaining seven have incorporated some aspects of both approaches. More comprehensive research is needed to map the theoretical approaches to cultural diversity at Canadian medical schools and to evaluate the long-term effectiveness of these approaches on improving physician-patient relationships, reducing health disparities, improving health outcomes and producing positive learning outcomes in physicians.

Racial and Ethnic Diversity in Schools: The Case of English Canada

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Gerin-Lajoie, Diane

2012-01-01

In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of…

Communicative Textbooks: English Language Textbooks in Iranian Secondary School

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Dahmardeh, Mahdi

2009-01-01

Full Text Available English language teaching materials (textbooks play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components.The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations.I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.. I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative.The findings of this explanatory case

FORMING THE PROFESSIONAL COMPETENCE OF THE FUTURE ENGLISH LANGUAGE TEACHERS OF PRIMARY SCHOOL USING ICT

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Liudmyla H. Havrilova

2017-09-01

Full Text Available The paper is devoted to the results of experimental implementing ICT into forming the professional competence of future English teachers of primary school. Among the ways of using the electronic educational means offered by the authors there are: developing and using the educational and methodological simulator «Introduction to Interactive Communication» as a local electronic resource on English; implementing the distance learning courses «Practical English Grammar», «Linguistic Country Study» in future specialists’ professional training; work in the electronic services, mastering the programs of infographics during studying the discipline «Methodology of Teaching English». The analysis of the study results showed developing of students’ acmeological linguomethodological aspirations, increasing the motivation for learning, in particular the use of ICT tools in English classes, and proved the effectiveness of the chosen ways of forming the professional competence of future English teachers of primary school.

The Teaching of English Idioms in Kenyan Secondary Schools: Difficulties and Effective Strategies

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Moses Gatambuki Gathigia

2016-04-01

Full Text Available The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language (ESL in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing. The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan secondary schools with a view to establishing the challenges teachers face in teaching the expressions and, thereafter, proposing effective strategies that can be applied for effective teaching of English idioms to ESL speakers.  Ten teachers of English from both rural and urban secondary schools in Kenya were interviewed to find out the actual practices in their classrooms, the difficulties they face, and the effective strategies they employ for successful teaching of English idioms. The data collected were qualitatively analyzed. First, the study notes that it is possible to infer semantic relations between the literal sense of individual parts of an idiom and its meaning when interpreting compositional idioms. Second, there is incongruity between form and meaning when dealing with non compositional idioms since their semantic interpretation cannot be retrieved by means of their constituent parts. The study concludes that an understanding of the etymology of idioms can improve the comprehension and retention of idioms. The study recommends that idioms should be taught effectively in schools because the acquisition of idioms by learners will be an important indicator of their mastery of the English language. Keywords: Idiomatic expressions, semantic relations, compositional idioms, non compositional idioms

Current trends in medical English education and the Japan College of Rheumatology International School.

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Jego, Eric Hajime; Amengual, Olga

2017-11-01

In light of the present revolution happening in medical education in Japan as medical schools implement new curricula to conform to global standards, there is a growing demand for more internationalization and higher quality practical medical English education. In response, many institutions including governmental organizations, universities and academic associations are moving ahead with new initiatives to adapt to these changing demands. This paper reviews the current trends and innovations in medical English education in Japan. This paper also describes one initiative by the Japan College of Rheumatology (JCR) known as the JCR International School held yearly in Karuizawa. By examining recent trends and innovations in medical English education in Japan, the most relevant and applicable can be elucidated to illuminate a path forward for improved medical English education within the JCR.

The Origin and Evolution of Life in Pakistani High School Biology

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Asghar, Anila; Wiles, Jason R.; Alters, Brian

2010-01-01

This study seeks to inform science education practitioners and researchers in the West about apparent attempts to reconcile science and religion in Pakistan's public school curriculum. We analysed the national high school science curriculum and biology textbooks (English) used in the Government schools in Pakistan, where Islamic faith is the…

Factors determining English test score of high school students in rural Nepal

OpenAIRE

NEUPANE, Pramila; THAPA, Rajesh Bahadur; SAPKOTA, Jeet Bahadur

2017-01-01

Due to globalization and internationalization of education, the importance of English language has been growing consistently. Like many other countries around the globe, English is taught as a compulsory subject from the primary level in Nepal. Despite continuous public and private efforts, achievement in English education is not satisfactory, especially in rural areas, due to numerous socio-cultural and other factors. Thus, this article explores some important determinants of English achieve...

A Comparative Analysis of Contracted versus Alphabetical English Braille and Attitudes of English as a Foreign Language Learners: A Case Study of a Farsi-Speaking Visually Impaired Student

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Mobaraki, Mohsen; Nazarloo, Saber Atash; Toosheh, Elaheh

2017-01-01

In the educational system of Iran, in which English is a foreign language, the duration of primary school is six years. After that, these English as a foreign language students enter high school and start to learn English during an additional six-year period. In years seven and eight, English textbooks are embossed in alphabetic English braille;…

Fostering English Learners' Confidence

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Bondie, Rhonda; Gaughran, Laurie; Zusho, Akane

2014-01-01

A teacher is doing something right when his high school students--kids with limited English, no less--form groups and begin discussing a lesson on quadratic equations at the start of class, without any teacher direction. Bondie, Gaughran, and Zusho describe "discussion routines" that teachers at International Community High School in the…

Developing a Model of Teaching English to Primary School Students

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Suwarsih Madya

2004-01-01

Full Text Available Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English, the use of interesting media, and more active students' participation in the tasks involving various games which successfully elicited students' English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.

The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher

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Shishavan, Homa Babai

2010-01-01

In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold…

The Differences among Three-, Four-, and Five-Option-Item Formats in the Context of a High-Stakes English-Language Listening Test

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Lee, HyeSun; Winke, Paula

2013-01-01

We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…

FAR FROM THE CITY LIGHTS: ENGLISH READING PERFORMANCE OF ESL LEARNERS IN DIFFERENT TYPES OF RURAL PRIMARY SCHOOL

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Tintswalo Manyike

2012-09-01

Full Text Available In this paper, the findings of a research study, in which the English reading performances of Grade 7 English Second Language (ESL learners in four different types of rural primary school which use English as the language of learning and teaching (LoLT were observed, are examined and how poor scores can be partly explained by the social context of learners and schools is explored. Although the Language in Education Policy in South Africa seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as the LoLT in schooling disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts such as those in rural settings. Bourdieu’s theory of linguistic capital and Coleman’s distinction between school social capital and home social capital are used as theoretical frameworks to the empirical inquiry undertaken in this study. The findings indicate a difference in the grammar and comprehension scores of learners in the respective participating schools as well as a sharp difference in the performance of learners in the different types of school involved. This suggests the current use of English as the LoLT does not mean that linguistic capital is equally distributed throughout schools. School type can thus act as an agent of cultural reproduction which influences learner outcomes.

An Analysis of Three Curriculum Approaches to Teaching English in Public-Sector Schools

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Graves, Kathleen; Garton, Sue

2017-01-01

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and…

An Exploratory Comparative Study of Staff Stress in English and German Comprehensive Schools.

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Dunham, Jack

1980-01-01

West German and English teachers completed questionnaires and interviews about stress situations and responses. English teachers identified more stress situations than German staff, who felt more certain of their roles and more involved in school decision-making. Both reported poor staff communications and disruptive pupil behavior as their major…

76 FR 16754 - Charter Schools Program (CSP) Grants for Replication and Expansion of High-Quality Charter Schools

Science.gov (United States)

2011-03-25

... families (as defined elsewhere in this notice), English learners, migratory children, children with disabilities, and neglected or delinquent children. High-quality charter school is a school that--shows.... Individual from a low-income family means an individual who is determined by an SEA or LEA to be a child...

A New Institutionalism? The English School as International Sociological Theory

DEFF Research Database (Denmark)

Schouenborg, Laust

2011-01-01

In this article I engage with the theoretical opening provided by Barry Buzan’s From International to World Society? I present an argument for five functional categories, which should be able to encompass all the institutions identified by English School scholars throughout history. Their introdu......In this article I engage with the theoretical opening provided by Barry Buzan’s From International to World Society? I present an argument for five functional categories, which should be able to encompass all the institutions identified by English School scholars throughout history....... Their introduction should point the way towards a sounder analytical framework for the study of what Buzan believes should be the new subject of the discipline of International Relations (IR). This subject is defined as second-order societies, meaning societies ‘where the members are not individual human beings...

Bangladeshi Girls' Friendships in an English Primary School Locale.

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Deegan, James G.

Despite England's long history of research on children's friendships, little is known of what it is like to be or have friends or how developing conceptions of friendship become embedded in children's social lives in increasingly culturally diverse English primary schools. This study, following an extensive search of the literature, explored…

On Stimulating English Learning Motivation of Junior Middle School Students

Institute of Scientific and Technical Information of China (English)

朱梦萱

2016-01-01

Learning motivation plays an important role in students’ English learning process. This thesis first introduces the definition and classification of motivation and then puts forward some measures and strategies that can foster and motivate junior middle school students’ learning motivation.

G.-M. de Schryver (Editor. Oxford Bilingual School Dictionary: Zulu and English

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D.J. Prinsloo

2011-10-01

Full Text Available The Oxford Bilingual School Dictionary: Zulu and English (henceforth OZSD is the latest addition to the bidirectional English–isiZulu bilingual dictionary market and is based on the same successful and prize-winning formula used for the Oxford Northern Sotho School Dictionary (ONSD published in 2007.

Vocabulary and Receptive Knowledge of English Collocations among Swedish Upper Secondary School Students

OpenAIRE

Bergström, Kerstin

2008-01-01

The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire. The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. T...

Chinese Parents and English Education.

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Ghuman, P.; Wong, R.

1989-01-01

Interviews of 34 Chinese families in Manchester, England, ascertained their views on their children's schooling. These parents have little knowledge of English and the school system. They value education highly, would like more homework and discipline, and would like the schools' help in preserving their language and culture. (SK)

Foreign Language Education: Principles of Teaching English to Adults at Commercial Language Schools and Centers

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Tarnopolsky, Oleg

2016-01-01

The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they…

The English proficiency and academic language skills of Australian bilingual children during the primary school years.

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Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

2016-04-01

Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

School motivation and high school dropout: the mediating role of educational expectation.

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Fan, Weihua; Wolters, Christopher A

2014-03-01

A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The

Sarah J. Hale High School-Project SABER.

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Rosenblatt, Harold

Project SABER, which operated in Sarah J. Hale High School in South Brooklyn, New York, consisted of bilingual instructional and supportive services to 9th and 10th grade Spanish language students. Students received bilingual instruction in social studies, science, math, and Spanish. All the SABER students received English as a second language…

Power Relations in the Enactment of English Language Education Policy for Chinese Schools

Science.gov (United States)

Li, Minglin

2017-01-01

The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers'…

Parents' Perspectives on Adopting English Names in Taiwan

Science.gov (United States)

Huang, Chiu-Yen; Ke, I-Chung

2016-01-01

This study investigated the adoption of English names in Taiwan through questionnaires and interviews with parents of junior high school students. In total, 564 parents filled out a questionnaire regarding their adoption of an English name, reasons for needing an English name, and their perspectives about their child's English name. We interviewed…

Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

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Haas, Eric; Goldman, Julie; Faltis, Christian

2018-01-01

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of…

An Insight into Secondary School Students' Beliefs Regarding Learning English Language

Science.gov (United States)

Aziz, Fakhra; Quraishi, Uzma

2017-01-01

The present descriptive study aimed to get an insight into secondary school students' beliefs regarding English language learning. The survey method was employed for obtaining data from the secondary school students (N = 664). A modified version of "beliefs about language learning inventory" was used to collect data. Five out of nine…

Conceptions of effort among students, teachers and parents within an English secondary school

DEFF Research Database (Denmark)

Stables, Andrew; Murakami, Kyoko; McIntosh, Shona

2014-01-01

‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains...... widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis...... reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained...

Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education, Community School District 3, Manhattan. Final Evaluation Report, 1992-93. OREA Report.

Science.gov (United States)

Duque, Diana L.

The Computer-Based Junior High/Intermediate School Program of Transitional Bilingual Education was a federally funded program in its third year of operation in one intermediate school and two junior high schools in Manhattan (New York) in 1992-93. During this period, it served 244 native Spanish-speaking, limited-English-proficient (LEP) students…

William H. Taft High School Project HOLA, 1986-1987. OEA Evaluation Report.

Science.gov (United States)

Martinez, Ana L.; And Others

In its fourth year of Title VII funding, Project HOLA at William H. Taft High School served 383 Spanish-speaking students of limited English proficiency from low-income families. The program's goals were to develop English language skills for mainstreaming, to develop an understanding and awareness of American culture and society, to develop…

James Monroe High School Proyecto Nuevos Horizontes, 1986-1987. OEA Evaluation Report.

Science.gov (United States)

Martinez, Ana L.; And Others

In its second year of Title VII funding, James Monroe High Schools's Proyecto Nuevos Horizontes (Project New Horizons) served 344 limited-English-speaking recent arrivals from Latin America and the Caribbean, in grades 9 through 12. The program has built on the strengths of the high school's extensive computer-assisted instruction (CAI) program,…

Developing Teacher Oral Competency Framework for Secondary School Teachers: Moving towards Meaningful Teaching of English Language

Science.gov (United States)

Yusof, Fahainis Mohd.; Karim, Hamida Bee Bi Abdul

2011-01-01

The secondary school English curriculum in Malaysia advocates that English could provide greater opportunities for students to improve their knowledge and skills in cross cultural settings. Additionally, they will be able to interact with students from other countries and improve their proficiency in English. Given the increasing importance of…

The Effect of Focus Strategies on ADHD Students' English Vocabulary Learning in Junior High School

Directory of Open Access Journals (Sweden)

Masoud Khalili Sabet

2015-01-01

Full Text Available "Attention deficit hyperactivity disorder (ADHD is the most common neurobehavioral disorder of childhood. ADHD is also among the most prevalent chronic health conditions affecting school-aged children"(American Academy of Pediatrics, 2000. Too many young girls are not getting the help they need because of hidden symptoms and late diagnosis. The purpose of this study is to determine the effect of focus strategies on vocabulary learning of ADHD students at two junior high schools. To this end, eight female ADHD and eight normal students from two public schools were assigned to the both control group and the experimental one. The quantitative data was gathered from each student and was analyzed through 2-way analysis of variance (ANOVA in a factorial arrangement with two repetitions. An orthogonal test was used to compare the strategies that were used in the control group (word list and the experimental group (key word method, concentration, making sentences and fold overs. The instrument of this study contained a questionnaire sent to the parents and English teachers, an interview with a psychologist, a pre-test and a post-test. The results indicated that the four focus strategies in the experimental group increased the vocabulary learning in ADHD students for the short term retention and this increase was significant in the first focus strategy (key word method and mostly the last one (fold overs in the normal and ADHD students. The mean scores of control group were lower than the treatment group both in the normal and ADHD students. The results of delayed post-test revealed that although focus strategies improved the scores of the normal students compared to the ADHD students, this difference was not significant.

Teacher and Institutional Self-Censorship of English Texts in NSW Protestant Schools

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Hastie, David

2017-01-01

Australian Protestant schools have often been depicted as sites that restrict knowledge. This paper presents the findings of a 2010-2013 field study of 137 teachers, exploring the nature and extent of Protestant School English teacher self-censorship when excluding and selecting texts to teach. In both survey and interview data, I find that the…

Exploring Students Perception and ICT Use in Indonesian High Schools

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Anton Suratno

2017-06-01

Full Text Available The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a their ICT gadgets perceived ownership; (b their day-to-day outside and in-school use and; (c their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.

Writing Learning Outcomes for English Language Lessons in Multilingual Schools

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Jones, Sally Ann

2016-01-01

This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

A VIEW ON BLEY-VROMAN’S FUNDAMENTAL CHARACTERS OF FOREIGN LANGUAGE LEARNING IN INDONESIAN HIGH SCHOOLS

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Sa’wanatul Abidah

2017-05-01

Full Text Available English as a subject has been a part of curriculum in Indonesian schools from primary to university study for several decades now. The decision of education authorities to include it as a compulsory subject in high school is based on the fact that English has played an important role as academic language that is universally used, as well as the belief that having good English proficiency will enable Indonesian young people to face the fierce competition in global world. However, this policy does not run without challenge. Problems in mastering the language are encountered by both teachers and students, and results of the learning are not always as expected. This is a signature of foreign language learning as elaborated by Vroman in his book (The Logical Problem of Foreign Language Learning. This paper reviews on how the characters of language learning proposed by Vroman are seen in Indonesian classrooms at high school level where English is learned as a foreign language.

English Cooperative Learning Mode in a Rural Junior High School in China

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Zhang, Haiyan; Peng, Wen; Sun, Liuhua

2017-01-01

Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in…

Improving Elementary School Students’ English Vocabulary Through Local Cultural Content Materials

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Frans Manurung

2015-06-01

Full Text Available Abstract Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement of the students’ English vocabulary mastery. The topics covered in the materials were selected based on schemata theory. Vocabulary learning process was done through several activities provided in the materials: classroom and outside vocabulary learning. The results showed that the teaching of local cultural content materials have contributed to the improvement of the Elementary students’ vocabulary mastery. The schematic knowledge found in the familiar topics has aroused the students’ interest and motivation in learning English vocabulary. Students who were more familiar with the topics could respond to the vocabulary learning better than those who were not familiar with. The vocabulary mastery was more successful only if the students participated in both classroom and outside vocabulary learning process. Keywords: Vocabulary Mastery, Vocabulary Improvement, Local Cultural Content Materials, Vocabulary Learning, Schemata

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

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Bedore, Lisa M; Peña, Elizabeth D; Anaya, Jissel B; Nieto, Ricardo; Lugo-Neris, Mirza J; Baron, Alisa

2018-04-05

This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

Impacts of the Test of English Listening Comprehension on Students' English Learning Expectations in Taiwan

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Chou, Mu-Hsuan

2015-01-01

In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed…

Differences in Perceived Approaches to Learning and Teaching English in Hong Kong Secondary Schools

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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…

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

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Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme

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Manjet Kaur Mehar Singh

2016-10-01

Full Text Available Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians.  Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation.  In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools.  The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP in secondary schools to promote intercultural understanding among secondary school students.  The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands.  This article will focus on elucidating how ELIRP could affect cognitive (knowledge and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia. Keywords: behavior, knowledge, intercultural reading framework, intercultural understanding, English Language Intercultural Reading Programme, secondary school students

Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

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Chuzaimah Dahlan Diem

2016-02-01

Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

Cultivation and Stimulation of the English Learning Motivation

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马茹

2014-01-01

In recent years, more and more researches show that we should pay more attention to students to play a main role in English study, because students who get the final effect on English learning motivation play central role in numerous students' learning affected factors. Therefore, in the education teaching activities, many teachers regard learning motivation of English effect as important aspect and use it in teaching through different ways and methods to cultivate and motivate students to learn English motivation. According to the definition of learning motivation,combined with the modern middle school students’English study, such as, the current situation of teachers' teaching, the actual situation of the relationship between teach-ers and students to talk about encouraging and educating high school students in English learning motivation by means and methods, in order to culti-vate and stimulate students`English learning motivation and improve English teaching level.

Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

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Lazarus Ndiku Makewa

2013-07-01

Full Text Available This paper looked at students’ perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky’s theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students’ perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to analyze the data. The study revealed that the students’ perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students’ perception on English proficiency.

TEXT COMPLEXITY IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS: A SYSTEMIC FUNCTIONAL PERSPECTIVE

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Dhani Aldila Putra

2017-09-01

Full Text Available Textbooks have been considered to play a key role in the processes of education by researchers and educators, and the need to explore the language of textbooks has become increasingly recognized. However, although textbooks are an important learning tool, textbook language and composition have not been widely explored especially from textual perspectives. The purpose of the present study is to investigate text complexity progression in the reading texts of English textbooks published for senior high school students in Indonesia. The nature and rate of that progression are addressed within the framework of Systemic Functional Linguistics. Being largely qualitative, this study examines three consecutive textbooks issued by the Ministry of Education, which are available online for classroom use. Data were collected and sampled from the reading texts found in the textbooks and were analyzed with regard to lexical density, lexical variation and grammatical intricacy in order to find the complexity of the texts. The results of the analyses show that regardless of the inconsistent progression of text complexity within each textbook, there is a consistent pattern of text complexity progression across grade levels. In other words, the lexical density, lexical variation and grammatical intricacy across the textbooks were found to have consistent progression from one grade level to another of which the direction is positive. It could be concluded that in general the language used in the texts becomes increasingly sophisticated, especially at lexical level, in accordance with grade level progression to cater for students’ intellectual development.

The language of science and the high school student: The recognition of concept definitions: A comparison between hindi speaking students in India and english speaking students in Australia

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Lynch, P. P.; Chipman, H. H.; Pachaury, A. C.

Sixteen concept words (mass, length, area, volume, solid, liquid, gas, element, compound, mixture, electron, proton, neutron, atom, molecule, and ion) associated with the theme, the nature of matter were described as simple text book definitions after examination of classroom notes and school texts of the last three decades. Sixteen multiple-choice items all of the same form were constructed for each of the concept definitions. The English version of the sixteen item test was given to 1635 high school students in Tasmania (where the language of instruction and the home language is English) and the Hindi version of the test was given to 826 students from the Bhopal/Barwani region of India where the medium of instruction is Hindi. The English and Hindi speaking data are compared from the point of view of development, performance for individual items, and overall performance at grade 10. A number of linguistic hypotheses are examined and reported upon. Although the overall score at grade 10 was identical (10.8/16) for both groups there are differences in development overall and for individual items which are of interest. Overall, the science specificity of the Hindi words does not appear to confer any clearly defined advantage or disadvantage though again there are some interesting individual anomolies.

English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

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Park, Ho-Ryong; Kim, Deoksoon

2016-01-01

This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

Listening to middle-school Spanish-speaking English language learners: A qualitative study of their perspectives of science

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Lopez-Ferrao, Julio E.

The purpose of this study is to contribute to the understanding and explanation of the science achievement gap between Spanish-speaking English language learners (ELLs) and their mainstream peers. The sample of purposefully selected participants (N = 23) included students representing eight Spanish-speaking countries who attended three middle schools (grades 6th-8th), 11 boys and 12 girls, with different years of schooling in the United States, English proficiency levels, and science achievement levels. Data gathering strategies included individual interviews with participants, classroom observations, and analysis of secondary data sources on students' English language proficiency and science achievement. Data interpretation strategies using a critical-interpretive perspective consisted of coding and narrative analysis, including analyses of excerpts and case studies. Two major findings emerge from the study: (1) An inverse relation between participants' number of years of exposure to science learning in an English-only learning environment and their science achievement levels; and (2) specific participant-identified problems, such as learning the science vocabulary, writing in science, the use of mathematics in science, and the lack of sense making in the science classroom. Key recommendations comprise: (1) Acknowledging the value of dual language education; (2) supporting the science-literacy connection; (3) ensuring high-quality science through research-informed instructional strategies; and (4) assessing ELLs' science achievement.

School of English in Journalism

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Olga K. Ilyina

2014-01-01

Full Text Available Department of English Language № 3 was established in 1976 and leads the teaching of English language at the Faculty of International Journalism. The Department trains future international journalists, PR-professionals as well as experts in the field of sociology of mass communications. Since early 2010 the department has been headed by Olga K. Ilyina, PhD in Philology, Associate Professor. Since the opening of the specialty "Public Relations" at the Faculty of International Journalism the Department staff has done a great job providing educational materials for the teaching process, which include textbooks and manuals that contribute significantly to the education of highly qualified specialists. Since the early1990s in the department has created 32 textbooks and teaching materials.

Ideas for using English picture books for the new foreign languages activities in Japanese elementary schools

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Hall, James M

2009-01-01

In 2007 the English Department together with the Educadon Development Center(EDC)from Newton, Massachusetts in the USA workedwith 19 different elementary schools in using Endish picture books to teach about culture. EDC chose 15 picture books to use and then designed teaching guides for each book with the English Department. The project was funded by the Japan Center for Global Partnership and was called Cross Cultural Understanding using Picture Boobs (CCUP). Before the schools used the pict...

Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

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Navnath Tupe

2015-07-01

Full Text Available This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP for mastery of English language which required special attention and effective treatment. The experimental study with pretest, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions So that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

Iranian English Language Teachers' Job Satisfaction and Organisational Climate in Public and Private Schools

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Razavipour, Kioumars; Yousefi, Moslem

2017-01-01

Organisation issues rarely feature in the English language education literature, since language education is seemingly mostly concerned with the individual learner or teacher. As such, the impact that school climate might have on Iranian English language teachers remains an uncharted territory. This mixed-method study explores the relationship…

Fostering Ecological Literacy: A Case Study of the Saint John Harbour in Two High School English Language Arts Classrooms

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Douglas, Velta

Integrating environmental education into curriculum in a way that tackles the holistic and complicated nature of multi-dimensional issues continues to be a challenge for educators and administrators. There is potential in using ecological literacy to introduce local environmental case studies into English Language Arts high school classrooms. This research examines the experiences of two ELA classrooms in one Saint John, NB, high school with a two-week unit based on stakeholder relationships within the Saint John Harbour. Through presentations by guest speakers and research sourced from local community groups, students learned about the highly complex environmental issues that inform management decisions for the Harbour. Using these materials as background, students participated in a mock stakeholders meeting. Case study methodology was used to explore student learning in both a higher-level and a lower-level grade 10 ELA class. Data for the analysis included: cognitive mapping exercises; oral and written classroom assignments and activities; a videotape of the mock stakeholder meetings; a focus group interview with selected students; and researcher field notes. Data demonstrated significant student learning about environmental issues including increased sophistication in describing links between and among environmental issues affecting the harbour, and much more complex understandings of the positions and roles of the various stakeholder groups. Some important areas of resistance to new learning were also evident. Implications for practice and policy and recommendations for future research are discussed.

Evaluating the spoken English proficiency of graduates of foreign medical schools.

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Boulet, J R; van Zanten, M; McKinley, D W; Gary, N E

2001-08-01

The purpose of this study was to gather additional evidence for the validity and reliability of spoken English proficiency ratings provided by trained standardized patients (SPs) in high-stakes clinical skills examination. Over 2500 candidates who took the Educational Commission for Foreign Medical Graduates' (ECFMG) Clinical Skills Assessment (CSA) were studied. The CSA consists of 10 or 11 timed clinical encounters. Standardized patients evaluate spoken English proficiency and interpersonal skills in every encounter. Generalizability theory was used to estimate the consistency of spoken English ratings. Validity coefficients were calculated by correlating summary English ratings with CSA scores and other external criterion measures. Mean spoken English ratings were also compared by various candidate background variables. The reliability of the spoken English ratings, based on 10 independent evaluations, was high. The magnitudes of the associated variance components indicated that the evaluation of a candidate's spoken English proficiency is unlikely to be affected by the choice of cases or SPs used in a given assessment. Proficiency in spoken English was related to native language (English versus other) and scores from the Test of English as a Foreign Language (TOEFL). The pattern of the relationships, both within assessment components and with external criterion measures, suggests that valid measures of spoken English proficiency are obtained. This result, combined with the high reproducibility of the ratings over encounters and SPs, supports the use of trained SPs to measure spoken English skills in a simulated medical environment.

Learning English While Exploring the National Cultural Heritage: Technology-Assisted Project-Based Language Learning in an Upper-Secondary School

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Pitura, Joanna; Berlinska-Kopec, Monika

2018-01-01

The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called "key competences", class work in Polish…

Is it Purposeful for Students of Lithuanian Higher Schools to Continue Learning the English Language? Motivation Factors

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Ramunė Ilgūnaitienė

2015-06-01

Full Text Available After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowledge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI English language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily basis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for

"Just Like Me": How Immigrant Students Experience a U.S. High School

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McCloud, Jennifer

2015-01-01

Using a qualitative bricolage approach (Kincheloe, 2008, 2010), this study explores the school life of immigrant students enrolled in an advanced English as a Second Language (ESL) classroom in a high school. The overarching objective of this study is to examine how these students--five from Mexico, three from Honduras, and one from…

A Psycholinguistic Analysis of "Deaf English."

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Charrow, Veda R.

The purpose of this study was to identify and provide normative data for weighting of those nonstandard linguistic features that make up deaf English. Subjects were prelingually or congenitally deaf high school students from the California School for the Deaf and a control group of normal-hearing fourth graders from a California public school.…

The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study.

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Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah

2016-01-01

Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement.

Exploring Quality Programs for English Language Learners in Charter Schools: A Framework to Guide Future Research

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Garcia, Peggie; Morales, P. Zitlali

2016-01-01

Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than…

English reading and writing performance of Xitsonga-speaking Grade 7 learners in township schools: A case study

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Manyike, Tintswalo V.

2010-12-01

Full Text Available A clear preference for English as language of teaching and learning (LoLT is evident in most South African schools. However, discrepancies exist between language policy aims and educational outcomes with regard to the successful acquisition of English among English second language (ESL learners. Effective participation in all learning activities is closely linked to learners’ proficiency in the LoLT; poor English proficiency leads to underachievement across the curriculum. In the light of this, a case study as conducted to investigate the English reading and writing performance of Grade 7 Xitsonga-speaking learners in three selected township schools in the Tshwane metropolitan area, Gauteng Province. Firstly, a literature review was undertaken to explore the importance of reading and writing skills in the classroom with particular reference to the demands made on ESL learners. Following this, standardised tests were used to assess the learners’ English reading and writing performance. Findings indicated that learners performed poorly in both reading and writing; however, no significant relationship could be demonstrated between reading and writing, possibly due to the nature of the components of the test. The overall lack of reading and writing competence in English holds implications for learners’ academic achievement in all learning areas in situations in which English is used as the LoLT.

Practices That Promote English Reading for English Learners (Els)

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Martínez, Rebecca S.; Harris, Bryn; McClain, Maryellen Brunson

2014-01-01

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three "Big Ideas" of effective and collaborative practices that promote English reading achievement for…

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

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Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA

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Erna Iftanti

2012-07-01

Full Text Available This article investigated the English reading habits of Indonesian students of EFL. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 546 EFL college students in East Java. Based on the statistical analysis of the data, it is concluded that although the students have read English since elementary school, they do not indicate to have good English reading habits. Only few of them are identified to have good English reading habits as suggested by their eagerness to regularly spend time reading various types of English texts and their high motivation to read English for pleasure. The EFL students read English for some purposes, i.e. for school assignments, for pleasure, and for knowledge and English skills improvement. Their positive belief about reading does not motivate them to read English for pleasure; rather, it is school assignments that appear to be their biggest motivation.

Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

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Yangambi, Matthieu Wakalewae

2005-12-01

Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia

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Rizaldy Hanifa

2018-04-01

Full Text Available The use of EFL published materials like textbooks are becoming more widespread as they can bring easiness in the classroom by providing teachers with guidelines comprised of syllabus, methodologies, as well as materials for teaching and learning. However, choosing a suitable textbook for their teaching situation is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful investigation needs to be undertaken. This study focused on the analysis and evaluation of two different English textbooks addressed to junior high schools grade VII in Indonesia, KTSP and curriculum 2013 textbook. Harmer’s (2007 framework was employed to figure out the strengths and weaknesses of each textbook. The analysis revealed that both textbooks are quite satisfactory as they are very affordable, contain interesting layout, attractive designs, and clear instructions, correspond to current ELT methodology, cover all language skills, and comprise a wide range of topics which are familiar and culturally appropriate for learners. Nonetheless, the KTSP textbook does not have add-ons and extra materials; meanwhile, curriculum 2013 textbook is weak in providing authentic listening materials. Therefore, although the teachers manage to use the textbooks as their core materials, they are supposed to make adjustment and supplement them with other materials according to their learners’ needs and their teaching context.

Preparing the High School Classroom for Migrant English Language Learners (Preparación del aula de secundaria para estudiantes migrantes que aprenden inglés)

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Rouse, Megan Elizabeth

2014-01-01

In United States schools, the rate of immigrant English language learners is rapidly rising, affecting the lives of both students and teachers. This article will discuss the best ways to facilitate the students' language learning in a school setting; the type of structure, goals, and standards that can be expected; as well as ways to change the…

William H. Taft High School Project HOLA 1984-1985. O.E.A. Evaluation Report.

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New York City Board of Education, Brooklyn. Office of Educational Assessment.

In 1984-85, Project HOLA was in its second year of funding at William H. Taft High School in the Bronx, New York. HOLA serves Spanish-speaking students of limited English proficiency (LEP). Project goals include speedy acquisition of English skills, orientation to life in America, maintenance and improvement of Spanish skills and cultural…

The English Education in Primary Schools in Minor Ethnic Areas in Western China--Taking Leshan City as an Example

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Bing, Wang

2016-01-01

As we all know, China is a country with many ethnic minorities mainly living in the northeastern and southwestern China. The English education in the primary schools in these areas is an important issue. The article analyzes the status quo of English education in primary schools in minor ethnic areas, taking the Leshan city, a western one as an…

Argumentative Strategies in American and Japanese English.

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Kamimura, Taeko; Oi, Kyoko

1998-01-01

A study examined differences in argumentative strategies in Japanese and American English by analyzing English essays on capital punishment written by 22 American high school seniors and 30 Japanese college sophomores. Differences were found in the organizational patterns, content and use of rational appeals, preference for type of diction, and…

Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community

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Liggett, Tonda

2014-01-01

One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language…

Encouraging Indonesian English Young Learners through Language Games

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Tita Ratna Wulandari

2015-04-01

Full Text Available Abstract Indonesian English Young Learners (IEYL really close to boredom. Therefore, the teachers are demanded to be as highly creative as possible when they are having classroom activities. To see the recent phenomena, most IEYL feel convenient to study in their English course rather than their school. This is due to the English course provides them with fun, relax, and enjoyable learning environment. In contrast, the school provides the IEYL with monotonous activities. In accordance with this problem, the writer is interested in describing five English games which might be references for school teachers. The problems of this study were: (1 what are the five English games which can help the IEYL in classroom activities? and (2 what are the procedures to apply the games in classroom activities? The findings were descriptively discussed by seeing the literature review. It is found that the games to help IEYL are: (a. Spider Web, (b. Cartoon Color, (c. Find Someone who, (d. Read-Run-Say-Listen-Write, and (e. What is it? Keywords:IEYL, LanguageGames and Classroom Activities

English Language Arts and the Economy: Discursive Constructions of Two Fields

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Collin, Ross

2018-01-01

This article presents discourse analyses of two teachers' statements about the economic payoff of studying English in the United States' high schools. Specifically, the article examines how English teachers construe reading as an economic asset that can be developed in schools and used on the job. Pierre Bourdieu's concepts of field and capital…

The Effects of Two Scheduling Formats on Student Achievement in a Suburban High School Setting

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Jackson, Kenyada Morton

2013-01-01

Limited studies have been conducted on the relationship between scheduling formats and academic performance of high school students. At the target high school, students underperform on standardized tests in English language arts (ELA) and math. The purpose of this causal comparative quantitative study was to compare the means of ELA and math test…

Teaching about Christianity: A Configurative Review of Research in English Schools

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Fancourt, Nigel

2017-01-01

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion's current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the…

Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

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Kim, Yoon Kyong; Curby, Timothy W; Winsler, Adam

2014-12-01

Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An investigation on normal school students’ learning burnout – A case study of English normal students

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Linjing Xu

2017-11-01

Full Text Available Learning burnout is a phenomenon in which students hold a negative attitude to curriculum learning, which manifests in aspects of physiology, psychology, behavior and interpersonal communication. China attaches great importance to higher education, colleges and universities shoulder the important task of training national modernization personnel. The problem of university students’ learning burnout has become a social phenomenon that cannot be ignored. Normal university students are one of the important groups of college students, and this phenomenon of learning burnout may also occur among them. English majors are the backbone of English teachers in primary and secondary schools in the future. The learning status of these groups affects the overall quality of teaching in normal colleges and universities and, more importantly, the quality of teachers in primary and secondary schools in the future. This paper first reviews the definition of learning burnout and the research methods of measurement. Subsequently, it investigates the learning burnout of English matriculation students by taking the first-year English majors of Jiangxi Normal University as an example. In this way, this research is hoped to promote the study on learning burnout not only among English normal students but also other normal students.

Experiences of Latina/o Students in "Large Schools in Drag": A Critical Analysis of an Urban Alternative High School

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Vélez, William; Antrop-González, René

2007-01-01

This study uses mixed methods to identify the factors linked to varying levels of academic performance among Latina/o students enrolled in an alternative high school. Results from the quantitative analyses suggest students who had highly educated fathers and who reported high levels of English literacy are very likely to be classified as academic…

Training activities and injuries in English youth academy and schools rugby union.

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Palmer-Green, Deborah S; Stokes, Keith A; Fuller, Colin W; England, Michael; Kemp, Simon P T; Trewartha, Grant

2015-02-01

All rugby training activities carry an injury risk, but in the training environment these injury risks should be more controllable than during matches. To (1) describe the incidence, severity, anatomic location, and type of youth rugby training injuries; (2) determine the injury events and type of training activities associated with injuries; and (3) compare 2 levels of play (professional academy vs school) within English youth rugby union. Cohort study; Level of evidence, 2. A 2-season (2006-2007 and 2007-2008) study recorded exposure to training activities and time-loss injuries in male youth rugby union players (age range, 16-18 years) from 12 English Premiership academies (250 player-seasons) and 7 schools (222 player-seasons). Players from the Premiership academies, associated with the top-level professional clubs in England, represented the elite level of youth rugby; the school players were from established rugby-playing schools but were overall considered at a lower level of play. There was a trend for training injury incidence to be lower for the academy group (1.4/1000 player-hours; 95% CI, 1.0-1.7) compared with the school group (2.1/1000 player-hours; 95% CI, 1.4-2.9) (P = .06). Injuries to the ankle/heel and thigh were most common in academy players and injuries to the lumbar spine and ankle/heel region most common in school players. The training activities responsible for injury differed between the 2 groups: technical skills (scrummaging) for school players and contact skills (defense and ruck/maul drills) for academy players. For injury risk management in youth rugby, coaches of school players should focus on the development of the correct technique during practice of technical skills such as scrummaging, weight training, and skills training, and coaches of academy players should consider the extent to which contact drills are necessary during training. © 2014 The Author(s).

English Language Teacher Education: Rewriting S-1 National Curriculum

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M. Soenardi Djiwandono

1999-01-01

Full Text Available As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to be a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM, comprising English teaching professionalls from Universitas Negeri Malang, GAJAHMADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and profesionalls in the field of ELT. By the 3 rd year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practise the Intensive Course (IC Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English. This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

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Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Nuevos Horizontes, James Monroe High School, 1987-1988. Evaluation Section Report. OREA Report.

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Berney, Tomi D.; Lista, Carlos

Proyecto Nuevos Horizontes (Project New Horizons) at James Monroe High School (New York City) served 328 students of limited English proficiency (LEP) in grades 9-12 during the final year of a 3-year funding cycle. The project's purpose was to build on the strengths of the school's extensive computer-assisted instructional program in order to…

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

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Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

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Ping Li

2017-09-01

Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English.

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Zhang, Lawrence Jun; Gu, Peter Yongqi; Hu, Guangwei

2008-06-01

This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. The data were collected from high- and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.

Useful Expressions for Implementing Cooperative Learning in English

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Asakawa, Machiko; Kanamaru, Ayako; Plaza, Taron; Shiramizu, Chie

2016-01-01

With the Ministry of Education, Sports, Science and Technology calling for junior and senior high school English classes in Japan to be more communicative and taught in English, teachers need effective tools to help make their classrooms more interactive. Cooperative learning activities have the potential to increase interaction among students and…

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

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Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

Pre-service teachers' experiences teaching secondary mathematics in English-medium schools in Tanzania

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Kasmer, Lisa

2013-09-01

In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas.

Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective

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Huang, Hung-Tzu

2017-01-01

The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a…

Literature and TEFL: Towards the Reintroduction of Literatures in English in the Francophone Secondary School Curriculum in Cameroon

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Carlous Muluh Nkwetisama

2013-11-01

Full Text Available Literature was once regarded as being inappropriate for the teaching of the English language. Nowadays, the importance of applying  literature in the development of learners’ language skills is receiving a lot of attention by EFL/ESL practitioners worldwide (Lee 2009. In spite of such “remarkable revival of interest in literature" in the English language classroom (Duff & Maley 1990: 3, literature as a component of the English language teaching programme in secondary schools in Cameroon "remains the exception rather than the rule"  (Macalister 2008: 248. This paper seeks to examine the impact of the withdrawal of English Literature from the English as a foreign language curriculum of French-speaking Cameroonians. In the article, we statistically compare the performances of French-speaking and English-speaking Cameroonian  teacher trainees  of the department of Bilingual Studies of the Higher Teachers’ Training College of the University of Maroua in English Literature and in French Literature. We also discuss the importance and effectiveness of the different models and approaches in the development of the cultural competence and communicative skills of learners. The results obtained reveal that the studying of literatures in French by Anglophones at the Advanced Level positively influences their performances in French in Higher Education. The poor performances of Francophone Student-teachers in courses like LBL 11 (Introduction to English Literature are attributable to the fact that they do not study literatures in English at the secondary school level.

Socio-Political Influences on EFL Motivation and Attitudes: Comparative Surveys of Korean High School Students

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Kim, Tae-Young

2010-01-01

This paper investigates Korean high school students' English learning motivation and attitudes. In this regard, the results of a 2002 study were compared with those of a 2006 study. Questionnaire data were obtained from a total of 1,037 high school students in a major city in South Korea, and the data were compared with those on the students'…

In-service English language training for Italian Primary School Teachers An experience in syllabus design

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Barbara Dawes

2013-06-01

Full Text Available The aim of this paper is to report on an in-service English Language Teacher Training Programme devised for the Government project to equip Italian primary school teachers  with the skills to teach English. The paper focuses on the first phase of the project which envisaged research into the best training models and the preparation of appropriate  English Language syllabuses. In  the first three sections of the paper we report on the experience of designing the language syllabus. In the last section we suggest ways of using the syllabus as a tool for self reflective professional development.

On Differences between General English Teaching and Business English Teaching

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Zhu, Wenzhong; Liao, Fang

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…

The Model Construction of English Ecological Class in the High School in China

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Zhou, Zhen

2017-01-01

The Ecological class is a kind of class in which the system of class teaching is in a state of dynamic balance and it can enhance the efficiency of class teaching. The article analyzes the feature of English ecological class, illustrates the non-ecological class teaching problems and explores the ways to establish English ecological class from the…

Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief

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Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua

2016-01-01

Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…

Awareness of high school students about visual impairmant and comunication to persons with visual disabilities

OpenAIRE

Veselá, Michaela

2017-01-01

(in English): My bachelor's work deals with awareness of high school students about visual impairment and communication to person with visual disabilities. The aim of the thesis is to find out a degree of high school students awareness about visual impairment which are closely related to sympathy, acceptance and consequent way of knowledge of eye disorders for contemporary and future secondary school students and the young generation in our society. The thesis is divided into two parts, theor...

Seward Park High School Project CABES 1984-1985. OEA Evaluation Report.

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New York City Board of Education, Brooklyn. Office of Educational Assessment.

Career Advancement through Bilingual Educational Skills (Project CABES) completed the second year of a 3-year funding cycle at Seward Park High School on Manhattan's Lower East Side. Project CABES serves 233 recently immigrated, predominantly low-income, ninth through twelfth grade, Hispanic students of limited English proficiency (LEP). Included…

PRE-SERVICE TEACHERS’ BELIEFS ABOUT TEACHING ENGLISH TO PRIMARY SCHOOL CHILDREN

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Tripti K. Karekatti

2012-01-01

Full Text Available This paper is a part of an ongoing doctoral research on ‘Teacher Talk in ESL Classrooms’. The idea for this was gained through the hypothesis that teachers’ beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers’ English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers’ beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners’ development. Horwitz (1987 also states rightly that the formation of teachers’ educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners’ language learning abilities. In Indian context, there is dearth of research evaluating teachers’ beliefs about English teaching. This study explores teachers’ beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers’ specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers’ Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms.

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

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Liu, Hui-ju; Chen, Chien-wei

2015-01-01

This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children's English Reading Development

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Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie

2014-01-01

This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…

Londonfahrten mit Hauptschuelern--ein Erfahrungsbericht (Trips to London with Junior High School Students--Experience Report)

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Schepp, Peter

1975-01-01

Discusses trips to London with junior high school students: planning, choice of goals, costs, pocket money, board and lodging, language preparation, programming. Gives a detailed account of a trip which was particularly geared to the students' circumstances. The possibility of partnership with English schools is discussed. (Text is in German.)…

Morphing into Adolescents: Active Word Learning for English-Language Learners and Their Classmates in Middle School

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Kieffer, Michael J.; Lesaux, Nonie K.

2010-01-01

Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low-income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To…

TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

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TAN KHYE CHUIN; SARJIT KAUR

2015-01-01

This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

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Farbman, David A.

2015-01-01

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

British Literature: Increasing Relevancy for High School Seniors through Multicultural Augmentation.

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Kirkland, Nancy C.

A practicum aimed to increase the relevancy (to the ethnically diverse students of contemporary classrooms) of the regular high school senior English course in British literature and composition by expanding the curriculum to include selections from countries (other than the United States) influenced by the British Colonial Empire. Using a…

The Effect of Technology Integration on High School Students' Literacy Achievement

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Robinson, Kara

2016-01-01

This literature review presents a critical appraisal of current research on the role technology integration plays in high school students' literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact…

Patterns and Factors of High School Dropout Risks of Racial and Linguistic Groups

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Kim, Sunha; Chang, Mido; Singh, Kusum; Allen, Katherine R.

2015-01-01

This study examined the dropout trajectories of racial and linguistic minority students and explored the effects of students' contextual factors on their high school dropout risks. Our motivation was to identify the dropout patterns of Black, Hispanic, and Hispanic English language learner (ELL) students, who have comparatively high dropout rates,…

Teacher Certification and Academic Growth among English Learner Students in the Houston Independent School District. REL 2018-284

Science.gov (United States)

Ruiz de Castilla, Verónica

2018-01-01

Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest's English Learners Research Alliance sought information that districts…

Humbert Humbert and the Kids These Days: On Teaching "Lolita" in a High School Classroom

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Seigle, Benjamin

2017-01-01

In this reflective essay, an English teacher recounts failures and successes teaching Vladimir Nabokov's "Lolita". The author considers both why and how the novel might be introduced to high school students.

Coign of Vantage and Action: Considering California's Local Accountability and School Finance Plans for English Learners

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Vasquez Heilig, Julian; Romero, Lisa S.; Hopkins, Megan

2017-01-01

Local control has been a bedrock principle of public schooling in America since its inception. In 2013, the California Legislature codified a new local accountability approach for school finance. An important component of the new California Local Control Funding Formula (LCFF) approach is a focus on English learners (ELs). The law mandates that…

Preparing English Language Learners for Complex Reading

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Silva, Janice; Delleman, Paul; Phesia, Andria

2013-01-01

Although the Common Core state standards' goal of ensuring that every student leaves high school prepared to meet the demands of college and career is laudable, it's daunting for teachers who serve English language learners. The authors, educators at a private bilingual school in Mexico, describe how they used short excerpts of longer works giving…

DEVELOPING COMMUNICATIVE LANGUAGE TESTS FOR SENIOR HIGH SCHOOL

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Y. M. Harsono

2005-01-01

Full Text Available The Communicative Approach of teaching English in senior high school in Indonesia has been adopted since the implementation of The 1984 Curriculum, but the tests–the communicative language tests–(CL Tests have not been developed and used properly. The objective of the study is to develop CL Tests for senior high school. The procedure of conducting the study consists of three major steps, that is, identifying the objectives, developing the test specification, and developing the CL Tests. The development of the CL Tests in detail consists of fifteen sub-steps from determining what language skills tested, selecting the suitable source materials, up to rewriting the CL Tests to be used as CL Tests alternative for senior high school. The results of the test development reveal that there are fifteen CL Tests consisting of three tests of listening, three reading, three speaking, and three writing tests. The whole tests have construct and content validity, no complete evidence of concurrent validity with report marks and semester test scores, high to very high inter-rater reliability, and no complete practicality.

Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools

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Lupton, Ruth; Thrupp, Martin

2013-01-01

Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are…

Backward Yakudoku: An Attempt to Implement CLT at a Japanese High School

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Thompson, Gene; Yanagita, Mayuno

2017-01-01

How can Japanese teachers of English go about introducing more communicative activities suitable for their contexts? This article discusses an attempt by a high school teacher to implement communicative language teaching (CLT) in her classes while responding to institutional pressure to use "yakudoku" (a traditional grammar translation…

Teaching English to Young Learners Through Indonesian - Translated Songs

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Sukirmiyadi

2018-01-01

As an international language, English is taught and learnt by almost all of the people in the world. In Indonesia for example, English has been introduced since the learners are studying at the elementary school. Even many of the Kindergarten Schools too, have already introduced this language to their students. However, we cannot deny that teaching foreign language is not such an easy thing due to the fact thatmany of the learners are not capable of speaking English very well although they have been learning it for more than ten years (Elementary: 6 years, Junior and Senior High School: 6 years). In line with this problem, this study aims at providing a solution by offering one teaching technique which seems to make the learners (especially young learners) enjoy learning through singing songs (Kasihani, 1999).Furthermore, Phillips(1995) said that young learners really enjoyed learning and singing songs with highly motivating. Based on those two researches andin efforts to make it easier in English language learning, especially to young learners, the writer translated the very common and popular Indonesian kid songs into English. Thesetranslated songswere then used to teach the students of Kindergarten up to Elementary ones of the first and second grade. This meant that before a teacher started to teach, s/he had to translate the Indonesian kid songsat first into English.Due to its popularity and familiarity, it was expected that this teaching technique would be more effective and efficient to apply especially to young learners.

Developing Teacher Oral Competency Framework for Secondary School Teachers: Moving Towards Meaningful Teaching of English Language

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Fahainis Mohd. Yusof

2011-01-01

Full Text Available The secondary school English curriculum in Malaysia advocates that English could provide greater opportunities for students to improve their knowledge and skills in cross cultural settings. Additionally, they will be able to interact with students from other countries and improve their proficiency in English. Given the increasing importance of international interactions among English users from different backgrounds and the current approaches in ELT pedagogy in literature, this paper examines the oral competency skills of a group of English teachers. Data was collected in a seminar specially carried out for a group of selected English teachers. Through micro-teachings sessions, the English teachers demonstrated their use of oral communication skills in delivering the content of the subjects. This seminar was an attempt to establish the collaboration among recognised Excellent English Teachers and their colleagues to enhance their oral communication skills in classrooms. The results indicated the potential of developing an oral competency framework that could be constructed and referred to by secondary English teachers so as to enhance their effectiveness of teaching the content knowledge to their students. This oral competency framework would provide an excellent opportunity to help realise the purpose of using English as the medium of instruction as proposed within the curriculum.

Parent to Parent: Insider's Guide for High School Parents = De Padre a Padre: Guia para Padres con Alumnos en la Escuela Superior.

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United Parents Association of New York City, Inc., NY.

This Spanish/English guide was written by parents for high school parents. The guide's first section deals with how to select the right high school. This is followed by a lengthy section on the high school years, which covers the following topics: how to keep up with what the student is doing; how to connect with the school; requirements for…

A Needs Analysis Approach to the Evaluation of Iranian Third-Grade High School English Textbook

OpenAIRE

Nasser Rashidi; Roghaye Kehtarfard

2014-01-01

Needs analysis as an integral part of evaluative review of English materials, mainly textbooks, requires giving sufficient attention in all English language learning contexts. This issue seems to be more demanding in English as a Foreign Language (EFL) contexts where the textbooks are the main sources of input for the learners. However, in some cases, this important factor is excluded entirely or at least limited to th...

Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

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Hooks, Laura M.

2008-01-01

It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

Plurality or Linearity: What Is the Experience of Emerging as a School Leader in the English Context?

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Fox, Alison

2016-01-01

This study in an English context focused on the development of teachers identified as "emergent" school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant…

Transitions from high school to college.

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Venezia, Andrea; Jaeger, Laura

2013-01-01

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

Marketization on Export: Representations of the Swedish Free School Model in English Media

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Rönnberg, Linda

2015-01-01

This paper explores how "social democratic" Sweden initiated and implemented choice reforms that attracted the interest of "liberal" England. By studying how English media framed and portrayed the Swedish free school "export" from 2008 to 2014, this paper aims to describe and discuss how a market-oriented policy idea,…

High School Graduation Rates across English Learner Student Subgroups in Arizona. REL 2017-205

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Huang, Min; Haas, Eric; Zhu, Niufeng; Tran, Loan

2016-01-01

Recent studies have documented differences in academic achievement between current and former English learner students. These differences validate calls for more focused analyses of achievement across English learner student subgroups. Specifically, there is interest in examining variation in academic success based on the amount of time a student…

English Learners with Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

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Trainor, Audrey; Murray, Angela; Kim, Hye-Jung

2016-01-01

Little is known about the characteristics, transition education, and postschool outcomes of English learners with disabilities (ELSWDs), despite that English learners are a rapidly growing group of U.S. students with consistently poor outcomes. This study examines a nationally representative sample of ELSWDs through a secondary analysis of the…

ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms

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Turney, Kristilynn M.

2013-01-01

This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

Senior High School Students' Errors on the Use of Relative Words

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Bao, Xiaoli

2015-01-01

Relative clause is one of the most important language points in College English Examination. Teachers have been attaching great importance to the teaching of relative clause, but the outcomes are not satisfactory. Based on Error Analysis theory, this article aims to explore the reasons why senior high school students find it difficult to choose…

Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

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Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

2018-01-01

To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

Assessing English Vocabulary and Enhancing Young English as a Foreign Language (EFL) Learners' Motivation through Games, Songs, and Stories

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Chou, Mu-hsuan

2014-01-01

In Taiwan, English was only officially taught at the secondary and tertiary levels before 2001. Since 2001, English courses have been formally incorporated into the curriculum in primary schools. Research on teaching and assessing English in primary school education is relatively new compared with research on other levels of education in Taiwan.…

English as a Second Language and World War II: Possibilities for Language and Historical Learning

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Stewart, Mary Amanda; Walker, Katie

2017-01-01

Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse…

Cross-Grade Analysis of Chinese Students' English Learning Motivation: A Mixed-Methods Study

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Zhang, Qian-Mei; Kim, Tae-Young

2013-01-01

This mixed-methods study investigated the changes in Chinese students' motivation to learn English from elementary to high school and explored the reasons for these changes at different school levels. A motivational questionnaire was designed and administered to 3,777 elementary, junior high, and high school students, and follow-up interviews were…

Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

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Bakić-Mirić, Natasa

2010-01-01

Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a

Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners

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Arcon, Nina; Klein, Perry D.; Dombroski, Jill D.

2017-01-01

Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects…

The Exporting and Franchising of Elite English Private Schools: The Emerging "Second Wave"

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Bunnell, Tristan

2008-01-01

The past decade has seen the emergence, predominantly in Thailand and mainland China, of a form of educational institution that has had little scholarly attention or generic identification. This paper shows how the ad hoc and opportunistic franchising of elite English private schools, beginning with the hyper-capitalist exportation of the Dulwich…

English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom

OpenAIRE

Englund, Micaela

2016-01-01

Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven scho...

Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan

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Muhammad Aprianto Budie Nugroho

2015-12-01

Full Text Available This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%, teacher 2 (79.02%, and teacher 3 (85.71%. Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.

THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS

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Hazlina Abdullah

2016-08-01

Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill

A Case Study Exploring the Reading Engagement of Middle Grades English Learners

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Protacio, Maria Selena

2017-01-01

This study investigates the reading engagement of four middle school English learners in their English or English as a Second Language classroom. Students with high levels of reading engagement are those who (a) are motivated to read, (b) use strategies when reading, (c) use reading as a way to construct meaning from texts, and (d) participate in…

Seward Park High School Project CABES, 1985-1986. OEA Evaluation Report.

Science.gov (United States)

New York City Board of Education, Brooklyn. Office of Educational Assessment.

In 1985-86, the Career Advancement through Bilingual Education Skills (CABES) project was in the final year of a three-year funding cycle at Seward Park High School in Manhattan, New York. The project's major goal was to provide career advancement skills to a population group of 279 students of limited English proficiency (LEP). Included in the…

Text-Message Abbreviations and Language Skills in High School and University Students

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De Jonge, Sarah; Kemp, Nenagh

2012-01-01

This study investigated the use of text-message abbreviations (textisms) in Australian adolescents and young adults, and relations between textism use and literacy abilities. Fifty-two high school students aged 13-15 years, and 53 undergraduates aged 18-24 years, all users of predictive texting, translated conventional English sentences into…

High School Teacher Perspectives and Practices: Second Language Writing and Language Development

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Gilliland, Betsy

2015-01-01

Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

New Dots Downunder: The Implementation of Unified English Braille (UEB) in Australian Schools

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Gentle, Frances; Steer, Michael; Howse, Josie

2012-01-01

In this article the authors will outline and describe the recent implementation of Unified English Braille (UEB) in Australia's complex school systems. The New South Wales Department of Education and Communities (NSW/DEC) played a leading role in the process. The education sector at all levels in Australia appears to have embraced the introduction…

Toil and Trouble Confirmed: The Demise of Hallowe'en in English Primary Schools

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Plater, Mark

2007-01-01

The claim that Hallowe'en has been eliminated from English primary schools is tested through empirical research in south-east England. The reasons given by teachers for their inclusion or non-inclusion of the subject are then explored. Finally, questions are raised about the implications of the findings for children's ongoing personal development,…

E-CONTENT AS THE MEANS OF FORMING METHODOLOGY COMPETENCE OF PRIMARY SCHOOL TEACHERS OF ENGLISH

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Olena Iaburova

2016-11-01

Full Text Available The author of the article depicts the questions of using e-content as the means of forming methodology competence of primary school teachers of English and underlines that Information-communication technologies have become an integral part of modern society life in the XXI century. It is also pointed out the main reasons of using ICT technologies at the lessons of English at primary school. Pupils grow up along with the development of modern information technologies which become a natural and constituent part of their life, for them using Internet-resources is the way to combine real-life situations with learning activity. Internet-lessons give new opportunities for using authentic learning materials, allow to connect geographically distant groups and involve them into the mutual activity, and provide new ways for conversational practice and assessing results, gives students practical experience in all four kinds of language activity: speaking, listening, reading and writing. The author offers a couple of options for creating online materials which cover a wide variety of formats and storage options and give primary school teachers an idea of the kinds of things that can be produced with very little technical knowledge. Ones of the most popular are the Discovery School Puzzlemaker (http: // puzzlemaker.school.discovery.com/ and Smile (http:// smile.clear.msu.edu which are ideal tools for reviewing vocabulary, expanding lists of synonyms and antonyms, activating paraphrasing skills and using word definitions. The most famous authoring tools of developing e-content are Hot Potatoes and Kahoot.com. These are small Windows or Mac programmes that create web-based exercises of the following types: multiple choice, short answer, jumbled sentence, crossword, matching/ordering, gap-filling. According to the author’s experience, implementing electronic materials into the structure of the English lesson in primary school considerably increases young

Urban School Leadership for Elementary Science Education: Meeting the Needs of English Language Learners

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Alarcon, Maricela H.

2012-01-01

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed…

The Role of Gender in Foreign Language Learning Attitudes: Japanese Female Students' Attitudes towards English Learning.

Science.gov (United States)

Kobayashi, Yoko

2002-01-01

Analyzed data from research on Japanese high school students' attitudes toward learning English to investigate female students' more positive attitudes toward English learning. Girls' attitudes toward English were affected by a composite of Japanese social and educational elements (e.g., characterization of English as a woman-dominant choice at…

ICT and the Teaching of Reading Comprehension in English as a Second Language in Secondary Schools: Problems and Prospects

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Maduabuchi, Chinyere Henrietta; Emechebe, Vivian I.

2016-01-01

This study is aimed at identifying both prospects and problems of using Information and Communication Technology (ICT) in teaching reading comprehension in English as Second Language. To achieve this aim, a total of 25 secondary school English teachers were interviewed through the use of questionnaire. The teachers were purposively and…

Problems Faced By Elementary School Second Grade English Subject Matter Teachers

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Belgin Bal Incebacak

2017-11-01

Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

William H. Taft High School Project HOLA, 1985-1986. OEA Evaluation Report.

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New York City Board of Education, Brooklyn. Office of Educational Assessment.

Project HOLA at William H. Taft High School (Bronx, New York) assists foreign-born and Puerto Rican-born students to quickly assists foreign- and Puerto Rican-born students to quickly acquire English language skills and an American cultural orientation; to maintain or improve their Spanish language skills and cultural knowledge; and to be…

School of English for Applied Economics

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Lidia K. Raitskaya

2014-01-01

Full Text Available Department of English Language № 5 was created at the Institute of Foreign Economic Relations in 2000, and since 2011 it has been working with the students of the Department of Applied Economics and Commerce. Department of English Language № 5 prepares training materials, multimedia courses, manuals and tutorials based on the up-to-date educational technologies. A series of textbooks and teaching materials was recently published by the Department. They are widely used in teaching business communication for Economists. This series include textbook "Commercial correspondence and documentation in English" by L.K. Raitskaya and L.V. Korovin, textbook "Business English with the use of case studies (case studies" edited by O.V. Desyatova? and textbook "Two-way translation of dialogues commercial content"by O.V. Desyatova.

Examining the Oral Language Competency of Children from Korean Immigrant Families in English-Only and Dual Language Immersion Schools

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Choi, Jane Younga; Lee, Jin Sook; Oh, Janet S.

2018-01-01

In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data…

Assessment Of The Availability, Utilization And Management Of ICT Facilities In Teaching English Language In Secondary Schools In Kaduna State, Nigeria

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Hanna Onyi Yusuf

2013-01-01

Full Text Available The study investigated the availability, utilization and management of ICT facilities in teaching English language in secondary schools in Kaduna State, Nigeria. The study adopted a descriptive survey research design. A questionnaire titled “Availability, Utilization and Management of Information and Communication Technology in teaching English Language in Secondary Schools” (AUMICTSS was used for data collection. Twenty randomly selected secondary schools from Kaduna metropolis were used for the study. A total of 100 teachers participated by responding to the items on the questionnaire. The data collected was analysed using frequencies and percentages. The findings of the study revealed that there is a dearth of ICT facilities in secondary schools in Kaduna as there are only very few of such facilities available in most of the schools visited. It also revealed that most teachers were not competent in the use of these facilities as the management of these facilities requires training and re-training. It was recommended as a matter of urgency that government should provide more ICT facilities in schools and ensure the provision of electricity in every secondary school for optimal utilization of these facilities. Teachers should equally be trained and re-trained regularly in the use and management of ICT facilities for effective English Language curriculum delivery.

Integrating Information and Communication Technology in English Language Teaching: A Case Study of Selected Junior Secondary Schools in Botswana

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Mafuraga, Mbizo; Moremi, Mbiganyi

2017-01-01

The paper discusses how Information and Communication Technology (ICT) could be integrated in the teaching of English Language in Botswana Junior Secondary Schools. It does so by exploring opportunities and challenges faced by teachers of English Language and the students they teach. Fifty five (55) teachers in eleven (11) Junior Secondary Schools…

Changing the Subject: English in London, 1945-1967

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Yandell, John

2014-01-01

Two recent books, "English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965" and "The London Association for the Teaching of English, 1947-67: A History," explore an important period in the development of English as a school subject and in the remaking of the professional identity of English…

(Re)visioning U.S. Latino Literatures in High School English Classrooms

Science.gov (United States)

Rojas, Mary Alexandra

2010-01-01

The term "Latino" in this paper adopts a U.S. definition to refer to those persons born/living in the United States who are of Latin American ancestry. U.S. Latino literature is defined as literature that is originally composed mostly in English, but not exclusively, by authors of U.S. Latino background. Selections of Latino literature…

The effects of coaching on the teaching and learning of english in Indian government schools

NARCIS (Netherlands)

Raval, Harini; Kaul, C.; McKenney, Susan; Looi, C.K.; Polman, J.L.; Cress, U.; Reimann, P.

2016-01-01

Although English is mandatorily introduced as a second language early in majority of government primary schools in India, its quality remains dismal due to lack of appropriate curricula, poor ESL teacher competencies and weak professional development opportunities. In an effort to promote the

Barriers Associated with the Use of English in the Teaching of Technology in Grade 9 at Some Schools in Eastern Cape Province

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Makgato, Moses

2015-01-01

English is the language of learning and teaching in most schools in South Africa. The ability of teachers and students to understand and communicate with each other in English contributes to better performance in Science and Technology subjects. This article explores the challenges posed by the use of English in the teaching and learning of…

Challenges to preschool teachers in learner\\'s acquisition of English ...

African Journals Online (AJOL)

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.

Aspiring and Aspiration Shaming: Primary Schooling, English, and Enduring Inequalities in Liberalizing Kerala (India)

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Mathew, Leya

2018-01-01

This paper analyzes narratives about the radical socio-economic changes accompanying liberalization in India to consider how English-medium schooling is becoming an aspirational resource for non-elite parents. I suggest that aspiring is a practice of ethics that marginalized mothers mobilize to negotiate memories of deprivation and yearnings for…

Starting Early with English Language Learners: First Lessons from Illinois

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Severns, Maggie

2012-01-01

In recent years, a boom in immigration and high birth rates among the foreign-born population has led to significant growth in the number of children in the United States who speak a language other than English at home. This demographic change presents a challenge to the public school system, where English proficiency is central to a child's…

High School Principals and the High School Journalism Program.

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Peterson, Jane W.

A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…

Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus

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Nazila Mirzaei

2015-12-01

Full Text Available Abstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a questionnaire. The analysis of the results revealed that, with regard to teachers' attitude toward the two books compared with each other, these books were nearly the same with regard to pronunciation and exercises. The old book was considered more efficient regarding grammar. Regarding the rest of the items, the new book was more efficient. Taking the learners perspective into account toward these two books compared with each other, there were no noteworthy difference between the books regarding vocabulary. Regarding the other items, the new book was considered more efficient. The findings of this study can assist decision-makers to pay more attention to the evaluation of textbooks and consequently the selection of an appropriate book according to the teachers and learners’ expectations, needs and interests.

The Impact of Out-of-School Factors on Motivation to Learn English: Self-Discrepancies, Beliefs, and Experiences of Self-Authenticity

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Henry, Alastair; Cliffordson, Christina

2017-01-01

English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways…

ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

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Hong-Nam, Kay

2014-01-01

This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

One High School English Teacher: On His Way to a Flipped Classroom

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Shaffer, Shelly

2016-01-01

This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

iPad Deployment in a Diverse Urban High School: A Formative Experiment

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Frey, Nancy; Fisher, Douglas; Lapp, Diane

2015-01-01

We explore the use of iPads in a diverse urban high school and the ways in which teachers and students were supported to integrate these tools into their instruction. We provided 4 English teachers with 20 iPads with little or no professional development about how to integrate them into their instruction. Using a formative experiment design, we…

SPECIFICS OF IMPLEMENTING TECHNOLOGY OF ASSOCIATIVE TEACHING ENGLISH AT PRIMARY SCHOOL

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Iryna Lobachova

2016-11-01

Full Text Available The article deals with the problem of the application of the associative teaching technology at primary school and the peculiarities of its implementation in teaching English to primary schoolchildren. It is found out that the modern primary school student should be able to think creatively, to solve given tasks, find associative links between objects, and be able to intercultural communication. So, a teacher has to master the innovative teaching technologies that optimize and intensify the educational process to forming primary schoolchildren’s abilities of this kind. It is determined that the technology of associative teaching English to primary schoolchildren is one of the most effective technologies because it meets quite new goals and tasks of teaching foreign languages at primary school, age and individual characteristics, needs, and interests of primary schoolchildren. It is shown that the associative teaching technology is based on the principle of harmony with nature and it creates conditions that are close to life situations, makes learning the foreign language accessible and relaxed. Associative teaching a foreign language and its various aspects are performed in accordance with the primary schoolchildren’s individual characteristics. The psychological mechanism is very important in the organization of associative teaching; it is taken into account in teaching children of primary school because human beings think with images and words are sound images that allow you to express what a person sees, feels, and thinks. Associative teaching combines both verbal and non-verbal means of communication. Associative teaching contributes to learning a foreign language based on the child’s real actions in the form of the active actions with items in accordance with the human linguistic programme that defines phased sequence of the language development. An effective method of teaching a foreign language is a method of Mind Mapping, which

Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

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Romero, Yanilis; Manjarres, Milton Pájaro

2016-01-01

This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios…

An investigation of using the computer for reading and writing in the English classroom in secondary schools in the UK

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Bin Zou

2006-10-01

Full Text Available This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teachers in a secondary school in the UK involved this investigation. The findings of this study show that the computer can enhance students’ reading and writing. However, teachers have to learn how to control the process of teaching of reading and writing with the use of the computer.

THE IMPLEMENTATION OF TEACHING ENGLISH TO THE TENTH GRADE STUDENTS AT SMK NEGERI 8 SURAKARTA IN 2015/2016 ACADEMIC YEAR

OpenAIRE

Syilvia Mustanuri Jannah

2016-01-01

The study is aimed at analyzing the implementation of teaching English at State Vocational High School 8 Surakarta in 2015/2016 academic year. The objectives of the study are to describe and explain the implementation of teaching English at this school. In this research, there are seven components of the implementation of teaching English which are investigated, namely: learning objective, syllabus, instructional material, classroom procedure, techniques in teaching English, media, and assess...

A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

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Ebru Melek KOÇ

2016-03-01

Full Text Available This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a foreign language, using a general evaluation form prepared by the researcher. The results indicate that the teachers are not satisfied with their in-service teacher-training activities and that in-service training does not fulfil their needs. The study also proposes an in-service teacher training model in distance format.

Reading Test Performance of English-Language Learners Using an English Dictionary.

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Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

2005-01-01

The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

Evaluation of English Language Textbooks Used in the Junior ...

African Journals Online (AJOL)

This study sought to establish the readability, comprehensibility, availability and the level of integration of English language and Literature in English in the English language textbooks in use in Lagos State junior secondary schools. Three hundred students and 60 teachers were selected from 20 schools in Lagos State.

Senior High School English National Examination and Thinking Skills

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Ummu Lathifah Ahmad

2016-12-01

Full Text Available When English National Examination (abbreviated into ENE as a norm-referenced test is designed for instructional purposes, to evaluate the result of national curriculum, it is very significant to conduct item test evaluation since it gives a clear portrait of the quality of the items and of the test as a whole. The purpose of this study was to analyze which levels of the Barrett taxonomy were more reflected in ENE items of 2013/2014 academic year and whether the proportions of items among the twenty test packages in the ENE assessing students’ Lower Order Thinking Skills (LOTS and Higher Order Thinking Skills (HOTS are consistent. The researcher adopted the qualitative descriptive approach using a content analysis card to codify the ENE items. To ensure the reliability of the study, three inter-raters analyzed a sample of the test packages. The results indicated that questions asking LOTS still prevailed in ENE items. Of all the twenty test packages, the items categorized into literal level represented around 68.6% of the total number of the questions. Meanwhile, the questions belonging to reorganization came to occupy a percentage of 20.8 and the questions asking the students’ inferential level only reached 10.3%. Also, the tests were not enriched sufficiently with the evaluation comprehension since they only comprised 0.3%. The results also showed the complete absence of “Appreciation” – the highest level of thinking in the mentioned taxonomy. It is obvious that there is a shortage of items questioning students’ HOTS in the exam and they are not well-treated. Accordingly, this finding reveals that there is still much room for ENE to be the driving force in the effort to make learners critical thinkers. In the light of these data, this study recommends modifying the English National Exam by providing them with more question items that include HOTS.

Effects of Elementary School Home Language, Immigrant Generation, Language Classification, and School's English Learner Concentration on Latinos' High School Completion

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Zarate, Maria Estela; Pineda, Claudia G.

2014-01-01

Background/Context: Relying largely on high school measures of home language use, the literature examining immigrant incorporation in schools provides contradictory evidence of home language effects on educational outcomes. More recent research has demonstrated that home language use is dynamic and thus it is important to examine the implications…

Igniting a Passion in English

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Noble, Susan

2018-01-01

This article looks in detail at the constraints imposed on teachers of English by current examination syllabuses, and at how approaches developed through the Key Stage 3 (KS3) offer and the innovative Excellent Futures Curriculum at Stanley Park High School, Carshalton enable KS4 students to be more securely and fruitfully engaged as readers,…

Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners

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Mendoza, Socorro

2016-01-01

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine…

An Investigation into Factors Contributing to Iranian Secondary School English Teachers' Job Satisfaction and Dissatisfaction

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Soodmand Afshar, Hassan; Doosti, Mehdi

2016-01-01

This study explored factors contributing to job satisfaction and dissatisfaction of male and female Iranian secondary school English teachers. A Likert-scale 58-item questionnaire was developed which was completed by 210 participants. The questionnaire also included three open-ended questions which investigated participants' motivation and…

Expanding Global Language Education in Public Primary Schools: The National English Programme in Mexico

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Sayer, Peter

2015-01-01

The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the "Programa Nacional de Inglés en Educación Básica" (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English…

Teachers Attitude towards English in Batu Anam

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Mah Zhi Jian

2011-07-01

Full Text Available This research investigates the attitude of 60 primary and secondary school teachers towards English in Batu Anam. A questionnaire was administered to find out whether they have a positive or a negative attitude towards the English language. Results indicate that teachers in Batu Anam generally have a positive attitude towards English. Comparison between male and female teachers, optionist and non-optionist teachers and teachers from different types of schools are also analyzed.

Instructional Design Using an In-House Built Teaching Assistant Robot to Enhance Elementary School English-as-a-Foreign-Language Learning

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Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing

2015-01-01

This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…

Perceptions and Barriers to ICT Use among English Teachers in Indonesia

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Muslem, Asnawi; Yusuf, Yunisrina Qismullah; Juliana, Rena

2018-01-01

The purpose of this research is to investigate English teachers' perception and challenges of the implementation of ICT in ELT classrooms. This study used mixed methods, qualitative and quantitative in nature. A purposive sampling technique was used to select the study subjects, who are 26 English teachers from 16 public senior high schools in…

Students’ attitudes to lecturers' English in English-medium higher education in Denmark

DEFF Research Database (Denmark)

Jensen, Christian; Denver, Louise; Mees, Inger M.

2013-01-01

This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language ....... This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.......This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language...... proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers...

Gender Differences in Achievement Goals and Performances in English Language and Mathematics of Senior Secondary Schools Students in Borno State, Nigeria

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Musa, Alice K. J.; Dauda, Bala; Umar, Mohammad A.

2016-01-01

The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students' academic performances in English Language, Mathematics and overall academic performance as well as…

Iranian Junior High school English Book Series (Right Path to English Weighted against Material Evaluation Checklists

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Farhad Golpour

2012-11-01

Full Text Available Choosing a course textbook is an overwhelming task for both teachers and administrators. The aim of this study was to evaluate Iranian junior high school textbook series base on validated criteria. For this purpose a careful analyzing textbook evaluation checklists suggested by Sheldon (1984 skierso (1991 and Tucker (1992 was picked out. Among proposed criteria, eighteen critical features were selected to analyze Iranian junior high school series written by Birjandi in (1991. The Criteria were applied to the series analytically by researcher to examine the materials. The criteria in a form of questionnaire given to 15 experienced teachers who were teaching mentioned series for more than ten years. The gathered data revealed that it lacks appropriate layout and physical characteristics, materials have not be recycled, not all skills have been considered equally, emphasis is on grammatical points which practiced through speaking and listening. Moreover; recordings are artificial, no attention is paid to students needs and topics are out of date and boring .Also audio-visual materials, teachers’ guide and communicative tasks seems to be forgotten by writer. Therefore; all eighteen features except vocabulary lists, availability of glossary and lots of grammatical points have not been considered a lot. That is, students' interests have been ignored totally and little communicative issues have been regarded in these series. In fact, at end of this determined time students would be proficient at structural points with no efficiency at communication. These findings can be helpful for curriculum designers, textbook writers to design some valuable textbooks that are useful for teachers to teach language communicatively.

A Language Activity in a Senior High School Focused on Listening Activity－Theory and Practice－

OpenAIRE

米津, 明彦; 小倉, 美津夫

2017-01-01

　This paper has examined what senior high school teachers should know about teaching how to listen and how they　should do it. How they should teach listening is not　described in the Course of Study for Senior High Schools. It is just　described that one of the contents of a subject Communication English I is understanding information, ideas, etc., and　grasping the outline and the main points by listening to introductions to specified topics, dialogues, etc. And also, in　order for the language ...

An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to 2010

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Akbar Azizifar

2009-10-01

Full Text Available Textbooks play a very crucial role in the process of language teaching and learning. The present study carries out an evaluation of two series of ELT textbooks used for teaching English language in Iranian high schools since 1970 to 2010. For this purpose, Tucker’s (1975 textbook evaluation model (see Appendix has been employed. The results suggest that one of the main factors for the students’ achievement in English language is the ELT textbooks. The researcher suggests that in the textbooks, there should be enough opportunity for the learners to communicatively practice the language they are learning.

An Analysis of ELT Teachers’ Perceptions of Some Problems Concerning the Implementation of English Language Teaching Curricula in Elementary Schools

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Filiz Yalçın Tılfarlıoğlu

2007-04-01

Full Text Available It can be said that foreign language teaching/learning has been failure inTurkey for many years although nearly everyone believes that speaking at least oneforeign language is essential today. Considering Turkey as a developing country inmany aspects; such as industry, trade, technology, tourism, the importance of foreignlanguage teaching will increase.Children in elementary schools are open to ideas of global understanding.In other words elementary school education period can be said to be the right time toexpand the students’ intercultural views and enhancement of cognitive skills(Curtain, 1990. As it is mentioned above using a foreign language effectively hasnumerous benefits and it also helps a child to become a well-educated person whilehe/she is growing up. In order to make them successful, we should provide thechildren in our country with a well-organized language teaching. To do this, manyresearches should be done and many new ideas are required.So, this study aims to investigate the problems faced by teachers andstudents, concerning the implementation of English Language curricula in terms ofthe components of curricula such as objectives, selection and organization ofcontent, implementation of method and methodologies, the use of technology andevaluation.The research sampling of the study consists of 261 teachers of English whoare teaching 4th and 5th year students in elementary schools which were chosenrandomly. The teachers of English were administered a questionnaire, data wereanalysed, the results were discussed, and in the light of findings recommendationswere made to cause betterment in English language teaching in elementary schools.

Spelling acquisition in English and Italian: A cross-linguistic study

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Chiara Valeria eMarinelli

2015-12-01

Full Text Available We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian and an inconsistent orthography (English. The effects of frequency, lexicality, length and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only two years of schooling, while in English children the spelling performance was still poor after five years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.

Spelling Acquisition in English and Italian: A Cross-Linguistic Study.

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Marinelli, Chiara V; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.

The Inclusion of Pseudowords within the Year One Phonics "Screening Check" in English Primary Schools

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Gibson, Howard; England, Jennifer

2016-01-01

The paper highlights problems surrounding the Year 1 Phonics Screening Check that has accompanied the legislative framework for synthetic phonics in English primary schools. It investigates the inclusion of pseudowords and raises questions regarding their generation and categorization, the rationale for their inclusion and the assumption that the…

Unscrambling jumbled sentences: An authentic task for English language assessment?

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Betty Lanteigne

2017-06-01

Full Text Available Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?” were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es. Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

PEDAGOGICAL CONDITIONS OF USING A WIMMELBUCH AT ENGLISH LESSONS AT PRIMARY SCHOOL

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Iryna Lobachova

2017-04-01

Full Text Available The article deals with the problem of using a Wimmelbuch as visual teaching aids for forming foreign language communication skills at English lessons at primary school. Nowadays much attention is given to the problem of forming and improving foreign language communication skills of primary schoolchildren in scholarly works and case studies. The aim of the article is to analyze the problem of implementing visual teaching aids, in particular a Wimmelbuch while forming foreign language communication skills at English lessons at primary school. The aim involves the following tasks: to define the factors that influence forming primary schoolchildren’s communicative competence; to find out the pedagogical conditions of the problem of using visual aids (a Wimmelbuch in teaching a foreign language at primary school. Such methods as analysis, synthesis, and systematization are used to achieve the aim of the article. They help to get to the essence of the outlined problem and pass from a less general idea to more general one logically. Much attention is given to the factors that influence forming primary schoolchildren’s communicative competence. The pedagogical conditions of the problem of using a Wimmelbuch in learning a foreign language at primary school are determined. It is found out that the current labor market conditions require from the organization of the educational process at secondary school to lay the strong foundation for the formation of primary professional skills of an individual. Therefore, teaching English should have both the communicative-oriented character and professionally-directed one that promotes developing consciousness; expanding students’ outlook, their creative development, personal culture and competence; forms recognizing a multicultural world. Nowadays there are the following features of the communicative approach in learning a foreign language: a a language is examined as a means of communication, preference is

Rich Language Learning Environment and Young Learners’ Literacy Skills in English

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Luh Putu Artini

2017-05-01

Full Text Available This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that anatural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings revealed that the readability of the material was in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. Thehighest improvement is found in word level (87,1%, followed by sentence level (56,2%, and discourse level (46,8%. The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.

THE ENGLISH TEACHERS’ MASTERY IN TOEFL PREDICTION

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Nida Mufidah

2015-12-01

Full Text Available Assessment is often considered as the most important part in instruction. The way of learners taught and the activity carried out in the classroom are greatly influenced by assessment, and the success of a learning program is commonly determined by the result of assessment. This research focuses on the TOEFL test giving the teachers opportunity to prove that they can communicate ideas effectively by simulating classroom and teacher life comunication. This research is then conducted to find out the English teachers’ mastery in TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension at Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The research form is a field research by using written test, observation, interview, and documentary technique in collecting data. The subjects of this research were 16 English teachers of Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The result shows that the teachers’ mastery of TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension is classified into good category with the mean score 423.06. It recommends English teachers in Kotabaru to apply some different strategies in teaching listening comprehension, structure and written expression, and reading comprehension of each meeting to get high motivation and interest for both teachers and students. Teachers should develop their professions joining some trainings related to English instruction, encourage their students to practice  skimming and scanning skill and identify the major poins of the passage, and use the context for vocabulary mastery by listening comprehension and for structure and written expression as well in the teaching and learning through games and fun activities. Keywords: assessment, English teacher, mastery, TOEFL Prediction

Sign-Supported English: is it effective at teaching vocabulary to young children with English as an Additional Language?

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Marshall, Chloë R; Hobsbaum, Angela

2015-01-01

Children who are learning English as an Additional Language (EAL) may start school with smaller vocabularies than their monolingual peers. Given the links between vocabulary and academic achievement, it is important to evaluate interventions that are designed to support vocabulary learning in this group of children. To evaluate an intervention, namely Sign-Supported English (SSE), which uses conventionalized manual gestures alongside spoken words to support the learning of English vocabulary by children with EAL. Specifically, the paper investigates whether SSE has a positive impact on Reception class children's vocabulary development over and above English-only input, as measured over a 6-month period. A total of 104 children aged 4-5 years were recruited from two neighbouring schools in a borough of Outer London. A subset of 66 had EAL. In one school, the teachers used SSE, and in the other school they did not. Pupils in each school were tested at two time points (the beginning of terms 1 and 3) using three different assessments of vocabulary. Classroom-based observations of the teachers' and pupils' manual communication were also carried out. Results of the vocabulary assessments revealed that using SSE had no effect on how well children with EAL learnt English vocabulary: EAL pupils from the SSE school did not learn more words than EAL pupils at the comparison school. SSE was used in almost half of the teachers' observations in the SSE school, while spontaneous gestures were used with similar frequency by teachers in the comparison school. There are alternative explanations for the results. The first is that the use of signs alongside spoken English does not help EAL children of this age to learn words. Alternatively, SSE does have an effect, but we were unable to detect it because (1) teachers in the comparison school used very rich natural gesture and/or (2) teachers in the SSE school did not know enough BSL and this inhibited their use of spontaneous gesture

Communicative English in the Primary Classroom: Implications for English-in-Education Policy and Practice in Bangladesh

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Hamid, M. Obaidul; Honan, Eileen

2012-01-01

Globalisation and the global spread of English have led nation-states to introduce English into the early years of schooling to equip their citizens with communicative competence in order to compete within a global economy for individual and national development. In teaching English as a Second/Foreign Language, nations have adopted…

Rich Language Learning Environment and Young Learners' Literacy Skills in English

OpenAIRE

Artini, Luh Putu

2017-01-01

This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. T...

The English in Public Elementary Schools Program of a Mexican State: A Critical, Exploratory Study

Science.gov (United States)

Perales Escudero, Moises Damian; Reyes Cruz, Maria del Rosario; Loyo, Griselda Murrieta

2012-01-01

The quality of English-as-a-foreign-language (EFL) instruction in elementary schools worldwide is an issue of concern for language policy and planning (LPP) scholars, as are examinations of power and ideologies operating in policy creation and implementation. This critical, exploratory study blends these two strands of inquiry by examining…

Components and context: exploring sources of reading difficulties for language minority learners and native English speakers in urban schools.

Science.gov (United States)

Kieffer, Michael J; Vukovic, Rose K

2012-01-01

Drawing on the cognitive and ecological domains within the componential model of reading, this longitudinal study explores heterogeneity in the sources of reading difficulties for language minority learners and native English speakers in urban schools. Students (N = 150) were followed from first through third grade and assessed annually on standardized English language and reading measures. Structural equation modeling was used to investigate the relative contributions of code-related and linguistic comprehension skills in first and second grade to third grade reading comprehension. Linguistic comprehension and the interaction between linguistic comprehension and code-related skills each explained substantial variation in reading comprehension. Among students with low reading comprehension, more than 80% demonstrated weaknesses in linguistic comprehension alone, whereas approximately 15% demonstrated weaknesses in both linguistic comprehension and code-related skills. Results were remarkably similar for the language minority learners and native English speakers, suggesting the importance of their shared socioeconomic backgrounds and schooling contexts.

“NOT ALWAYS THE LANGUAGE I SPEAK IS THE ONE THEY UNDERSTAND” – BELIEFS ABOUT ENGLISH LANGUAGE TEACHING WITH PUBLIC SCHOOL ADOLESCENTS

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Fernando Silvério de LIMA

2014-12-01

Full Text Available In this paper we analyze an English teacher’s beliefs in her first year of teaching adolescent students in a public school. The data were generated through a recorded interview which was transcribed for qualitative analysis. Based on studies within Applied Linguistics, Psychology and Education, the beliefs were inferred regarding the teaching experiences with adolescents and teaching in the public school context. The data reveal a distance between the teacher and her students, characterized by two types of mismatches, the constraint to understand and be understood by adolescents and the constraint she felt while having to integrate the theoretical knowledge she acquired from her English teacher education course and her classroom practice. About the public school, she believes it is not possible to teach English in an effective way, here understood as oral modality, due to several contextual and internal factors such as the students’ demotivation, excessive number of students per class and gaps in her initial teacher education process.

The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students

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Herlina Herlina

2016-09-01

Full Text Available The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

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Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

Teaching English at Sekolah Agama Rakyat (People’s Religious Schools in Northern Peninsula Malaysia: Methodology Development and Preliminary Observations

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Nurulhayati Ilias

2014-12-01

Full Text Available This research article is based on a pilot study that we carried out to gain preliminary insights into how English is taught at ‘Sekolah Agama Rakyat’ (‘SAR’ or literally translated as ‘People’s Islamic Religious Schools’ in a state in northern Peninsula Malaysia. In the process of carrying out the study, we tested data collection instruments that we developed to understand the complexities of English language teaching in this interesting educational milieu. Questionnaires were distributed to 30 English language teachers from three schools to collect data on their educational background and their teaching experience. Classroom observations were also carried out in one of the schools to examine whether the classroom adheres to the general principles of Communicative Language Teaching (CLT as required by the Malaysian Ministry of Education. Finally, interview sessions were conducted to examine how the schools’ management personnel contribute to teachers’ performance as a whole. It was found that almost all the teacher participants that we came into contact with were not certified as English as a Second Language practitioners and some never received any forms of formal teacher training. The classroom observations that we carried out generally show an unconducive climate to support English language learning. In addition, the interview sessions revealed that SAR teachers rarely attend professional development courses. We hope that these preliminary observations from our pilot study will lead to more research efforts in order to understand the realities (and complexities of teaching English within the Malaysian SAR educational context.

William H. Taft High School Project HOLA 1983-1984. O.E.A. Evaluation Report.

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New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

This report evaluates Project HOLA, in its first year of funding, which provides instruction in English as a second language, Spanish language skills, and bilingual instruction in mathematics, science, and social studies to approximately 230 students in a high school in Bronx, New York. The report examines the project's long- and short-range…

Factors Inhibiting ESL Learners from Passing California High School Exit Examination: A Narrative Inquiry

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Puente, Belinda

2017-01-01

The problem was that Hispanic English Second Language (ESL) students enrolled in the ESL program had consistently failed the California High School Exit Examination (CASHEE) in greater numbers than their cohorts. The purpose of this qualitative narrative inquiry was to explore the life stories of Hispanic ESL students in identifying the factors…

The Effect of Using Computer Games on Lower Basic Stage Students' Achievement in English at Al-SALT Schools

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Al-Elaimat, Abeer Rashed

2013-01-01

The purpose of this study is to investigate the effect of using computer games on the lower basic stage student's achievement in learning English at Al-SALT Schools. The population of this study consisted of all lower basic stage students in AL-SALT schools during the scholastic year 2011-2012. However, the sample of this study consisted of 88…

Pilot Study An Investigating Proficiency Learners Attitudes Towards English Language Learning

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Dr. Ozge Razy

2015-08-01

Full Text Available This study attempted to investigate foreign students feeling and behaviour towards learning English and different other languages. The study found out that there is any significant difference in the students aspects attitudes positive and negative towards learning English language inside and outside the school based on their response to 25 items. A total of participants were 18 took a questionnaire as an instrument to qualify their attitudes. The participants showed positive attitudes in the high level towards foreign languages such as English. The study presented recommendation to improve other languages in the future as English.

Development of e-learning for English class

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Agustina Noni

2018-01-01

Full Text Available In the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students’ needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students’ needs and characteristics. This study employed research and development methodology. The participants were an English teacher and the first graders of junior high school. The result showed that this e-learning used PHP, Framework Bookstrap and MySQL. The e-learning also used Adobe Flash and Adobe Illustrator to make some animated videos. It consisted of listening, reading, and grammar which the topic focused on descriptive texts comprising some themes referring to 2013 curriculum. Those themes were people, animal, thing, place, and occupation. The development of e-learning deserved to be implemented after it was validated by the expert, evaluated by the teacher and tested to the students. It is expected to contribute as supplemental learning media in English learning process.

Reluctantly Recognizing Resistance: An Analysis of Representations of Critical Literacy in "English Journal"

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Petrone, Robert; Bullard, Lisa

2012-01-01

In addition to the successes the author (Robert) experienced as a high school English teacher, he faced many challenges and frustrations, including student motivation and attendance, "helicopter parents," finding time and energy to grade papers, and limited resources. However, as an educator committed to teaching English to help students develop…

English Language Schooling, Linguistic Realities, and the Native Speaker of English in Hong Kong

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Hansen Edwards, Jette G.

2018-01-01

The study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students' English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants' English and Cantonese language use at…

Parental Involvement in English Homework Tasks: Bridging the Gap between School and Home

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Nelly Patricia Ávila Daza

2009-10-01

Full Text Available This paper explores the concept of parental involvement in English homework tasks as a way to include parents in the educational community. This descriptive study was carried out in a female public school with 10 students from third and fourth grades and their parents. In order to obtain the information, different instruments were used: artifacts, interviews, questionnaires and observations. After analyzing the data, it was stated that parental involvement was seen as a means to bridge the gap between the school and home. The findings also showed the possibility of learning from each other and the importance of homework tasks as interactional and learning spaces among parents and children.

A Case Study： Syllabus, Methodology and Assessment with Oral EL Classes for Non-English Majors

Institute of Scientific and Technical Information of China (English)

FengLianyi

2004-01-01

In response to the school curriculum reform,approximately 1200 out of the 3000 sophomores of non-English major in our university selected oral English as the optional course for the autumn semester study of 2003. The high demand for the spoken English classes is a challenge to the English teachers concerned. However how to conduct oral English lessons effectively in a considerably big-sized class of 35 plus with varied language aptitudes and personality traits calls forth a good topic for research studies.

The Introduction of Religious Charter Schools: A Cultural Movement in the Private School Sector

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Bailey, Marcia J. Harr; Cooper, Bruce S.

2009-01-01

Charter schools are opening, and religious associations are also sponsoring these schools since religious groups find private school tuitions to be high and prohibitive. This study includes studies of Tarek ibn Ziyad Academy, a Minnesota Arabic charter school (Blaine and Inver Grove Heights, MN); Ben Gamla Charter School, a Florida English-Hebrew…

High-intensity running in English FA Premier League soccer matches

DEFF Research Database (Denmark)

Bradley, Paul S.; Sheldon, William; Wooster, Blake

2009-01-01

The aims of this study were to (1) determine the activity profiles of a large sample of English FA Premier League soccer players and (2) examine high-intensity running during elite-standard soccer matches for players in various playing positions. Twenty-eight English FA Premier League games were...

English Learners with Learning Disabilities: What Is the Current State?

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Rodríguez, Ashley; Rodríguez, Diane

2017-01-01

As the demographics across the United States continues to change, specifically with increases in school age English Learners who speak a home language other than English, it is imperative that schools meet the diverse needs of these children. This article summarizes studies about English Learners with learning disabilities. It reports on the…

The story of a narrative: Teaching and assessing English writing in a township school

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Caroline Akinyeye

2016-05-01

Full Text Available The new language curriculum in South Africa recommends that extended writing be taught through a combination of text-based (or genre and process approaches. This article reports on a study of the teaching and assessment of narrative writing in English as a first additional language (FAL at a time of curriculum change. The setting is a Cape Flats township school. In focusing on a story written by a Grade 9 learner and assessed by her teacher, the study sought evidence of the use of text-based and process approaches. The theoretical frame is informed by genre theory, which draws on Systemic Functional Linguistics and social constructivist approaches to language learning. A qualitative research paradigm was used. Data obtained for this case study included the learner’s writing, interviews with the teacher, and classroom observation. The study finds very little evidence of a scaffolded approach to the teaching and assessment of writing, and explores the constraints on the realisation of the curriculum cycle in English FAL. These relate to the teacher’s understanding of writing as well as to material conditions in township schools.

Testing the Factorial Invariance of the English and Filipino Versions of the Inventory of School Motivation with Bilingual Students in the Philippines

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Ganotice, Fraide A., Jr.; Bernardo, Allan B. I.; King, Ronnel B.

2012-01-01

The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and…

Hip-Hop Hamlet: Hybrid Interpretive Discourse in a Suburban High School English Class

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Anglin, Joanna L.; Smagorinsky, Peter

2014-01-01

This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare's Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word…

Teaching Free Speech Values to High School Students: Keys to Persevering Despite the Obstacles.

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Eveslage, Thomas

To examine why citizens today do not understand the U.S. Constitution and its provisions, a survey was conducted among 153 high school social studies, journalism, and English teachers to examine, among other things, how they taught about constitutional rights and how they rated their students' knowledge of the subject compared to students'…

Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement

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Reza Rezvani

2015-11-01

Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement

How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250

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Hodara, Michelle; Lewis, Karyn

2017-01-01

This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade…

Pre-Service Education for Primary School English Teachers in Indonesia: Policy Implications

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Zein, Subhan

2016-01-01

Although English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high. This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major…

Integrated schools, segregated curriculum: effects of within-school segregation on adolescent health behaviors and educational aspirations.

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Walsemann, Katrina M; Bell, Bethany A

2010-09-01

We examined the extent to which within-school segregation, as measured by unevenness in the distribution of Black and White adolescents across levels of the English curriculum (advanced placement-international baccalaureate-honors, general, remedial, or no English), was associated with smoking, drinking, and educational aspirations, which previous studies found are related to school racial/ethnic composition. We analyzed data from wave 1 of the National Longitudinal Study of Adolescent Health, restricting our sample to non-Hispanic Blacks (n=2731) and Whites (n=4158) who from 1994 to 1995 attended high schools that enrolled Black and White students. White female students had higher predicted probabilities of smoking or drinking than did Black female students; the largest differences were in schools with high levels of within-school segregation. Black male students had higher predicted probabilities of high educational aspirations than did White male students in schools with low levels of within-school segregation; this association was attenuated for Black males attending schools with moderate or high levels of within-school segregation. Our results provide evidence that within-school segregation may influence both students' aspirations and their behaviors.

Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.

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Norwich, B

1999-12-01

There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. In the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. The results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.

Talking about Americans: The Image of the United States in English-Canadian Schools, 1900-1965

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von Heyking, Amy

2006-01-01

At the beginning of the twentieth century, English-Canadian schools have attempted to create citizens of good character who were loyal to a Canadian nation defined by its role in the British Empire. Because of the country's experience in World War I, Canadians refined their identity in the 1920s, keeping it distinct from its relationship with…

Why teaching English in junior school age?

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Nery I. Calvet Valdés

2005-09-01

Full Text Available This article presents the historical antecedents of English teaching in Cuba and the world, as well as elements of the periodical study of six to ten years all student's development which justify the teaching of English at this age.

Multicultural science education in Lesotho high school biology classrooms

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Nthathakane, Malefu Christina

2001-12-01

This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by

Halloween Drama Contest: A Didactic Approach to English Language Teaching in a non-Bilingual School

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Sandra Camelo

2008-12-01

Full Text Available This article presents an action research project developed in Mayor de San Bartolomé School in 2007, when the authors’ teaching practice took place. The observation of 38 eighth graders, between 13 and 14 years old, highlighted their lack of motivation towards the English class. In the coming semester after the observation, the drama activities carried out in the English class made the students more eager to participate in the class activities and to use this language to communicate with their peers. The Halloween Drama Contest consisted of drama activities along with reading comprehension, writing production, vocabulary exercises and phonetics practice. Students were asked to prepare scripts of six horror movies to be performed on Halloween.

Willingness to Communicate in English among Saudi Female University Students

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Turjoman, Mona Obaid Alrahman Ashik

2016-01-01

Since the English Language teaching system differs from public schools to private ones, it is presumed that this would have a great impact of students' willingness to communicate in English in Saudi Arabia. The purpose of the current study is to investigate the effect of private and public school education on WTC in English among Saudi Female…

Cognitive and Stylistic Features of Reporting and Classificatory Writing by Senior High School Students.

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Fox, Barry

Differences between reporting and classificatory functions in writing were examined in the responses of grade 10 and grade 12 students: 60 who were successful English students, and 60 on the borderline of passing in each of the grades. The reporting tasks required students to write compositions describing their first day in a high school or some…

Hidden Losses: How Demographics Can Encourage Incorrect Assumptions about ESL High School Students' Success

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Toohey, Kelleen; Derwing, Tracey M.

2008-01-01

Data from ESL students' records in Vancouver are examined in the light of the BC Ministry of Education's claim that ESL high school students are more successful than students whose first language is English. We argue that the academic achievement of well-to-do students whose parents are skilled workers or entrepreneurs may mask the completion…

Factors Influencing Junior High School Students’ English Language Achievement in Taiwan: A Bronfenbrenner’s Ecological System Approach

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Hsin-Yi Kung

2016-06-01

Full Text Available This study aimed to construct a social profile of Taiwanese students’ English language achievement by employing Bronfenbrenner’s perspectives. Data were collected on a sample of 709 ninth graders in central Taiwan via survey questionnaires and were analyzed using structural equation modeling. The results indicated that, first, a Taiwanese Students' English Language Achievement model was constructed by parental involvement, teachers’ beliefs/attitudes, parent–teacher interaction, and mass media/the Internet. Second, mass media/the Internet significantly predicted parental involvement and teachers’ beliefs/attitudes; parental involvement and teachers’ beliefs/attitudes significantly predicted students’ English language achievement; the correlation between parental involvement and teachers’ beliefs/attitudes was significant. Third, the completely mediating effects of parental involvement and teachers’ beliefs/attitudes in predicting students’ English language achievement from mass media/the Internet were supported, and the effect of teachers’ beliefs/attitudes tended to be stronger than parental involvement. These findings were in line with Bronfenbrenner’s theory and demonstrate that the influence of the mass media/the Internet (exosystem in students’ English language achievement conveyed the degree of parental involvement (microsystem, teachers’ beliefs/attitudes (microsystem, and the interaction between parents and teachers (mesosystem, especially within the context of the socio-cultural atmosphere in Taiwan (macrosystem. Implications and suggestions were discussed and provided to enhance students’ English language learning.

New Border Crossings for the Interaction Hypothesis: The Effects of Feedback on Gonja Speakers Learning English in a Rural School in Ghana

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Sherris, Ari; Burns, M. Susan

2015-01-01

While Ghanaians in urban and rural settings are multilingual, English is the language of Ghanaian newspapers, politicians, the courts, much of television and radio in the metropolitan centres of the country. Indeed, urban Ghanaian adolescents have expanding opportunities to use English, the only official language of Ghana, even when not in school.…

Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects

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Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton

2015-01-01

Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…

INVESTIGATING THE PROBLEMS OF TEACHING AND LEARNING ENGLISH IN MIDDLE SCHOOLS IN IRAN

OpenAIRE

Saloumeh Khodabakhshi; Ali Rahimi

2013-01-01

The present research aimed to investigate the problems of teaching and learning English in middle schools in Esfahan, Iran. These problems are associated with the learner, teacher, textbook, syllabus, and language policy. The instrument used was a self-constructed likert scale questionnaire. All the variables had a hand in the problems among which textbook, syllabus and language policy had the most effect. Twenty five problems were distinguished among which some are as follows: students do no...

What is English?

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Ulrikke Rindal

2014-10-01

Full Text Available This article considers the developing status of English in Norway, both as a language and as a school subject, making predictions about which ontological and epistemological perspectives will influence English language teaching (ELT in Norway towards 2030. Status quo and predictions for English in Norway is approached from two angles; the development of presiding language beliefs in linguistic science and in ELT practices from the 16th century to the present, and the more recent and rapid development of English as the foremost global language of communication. The article shows how English language beliefs and the status of English are made visible in the national subject curriculum and in the English language practices among Norwegian adolescent learners. The discussion suggests that English is increasingly characterised by those who use it as a second or later language, including Norwegians who negotiate the meanings of English in the ELT classroom. The article predicts that a logical development for Norwegian ELT is increased influence from social constructionist perspectives, in combination with the existing focus on communicative competence. The study shows that global circumstances related to the status of English are reciprocally related to local language beliefs among educational authorities, teachers and students, and that these have major implications for English as a discipline in lower and higher education.

Individual Variables, Attitudes towards English and Being a Teacher: A study on Prospective Teachers of English

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Berna Güryay

2016-05-01

Full Text Available The achievement in learning a foreign language depends not only on cognitive factors such as intelligence, aptitude etc., but also on affective factors such as attitude and motivation. As the main branch of prospective teachers of English is teaching a language, their attitudes towards English and towards being a teacher are of vital importance in their future careers. The purpose of this descriptive study is to determine whether the attitudes of the students of English Language Teaching Department towards English affect their attitudes towards being a teacher of English and whether the students’ attitudes indicate significant differences with regard to individual variables such as gender, class, the types of High Schools from which they have graduated, their socio-economic background, and whether there is a teacher in their family. The sample group of the study were composed 540 prospective English teachers of the first, second, third and fourth year students of the Department of English Language Teaching at Buca Faculty of Education at Dokuz Eylül University, İzmir. For data collection, personal information sheet, the scale for attitudes towards English developed by Altunay (2002 (Alpha Reliability Coefficient: 0.96 and the scale for attitudes towards Being a Teacher developed by Semerci (1999 (Alpha Reliability Coefficient: 0.68 were used. The results indicate that the more positive the students’ attitudes towards English are, the more positive the students’ attitudes towards teaching profession are. Fur thermore, when attitudes towards English and towards being a teacher are compared,” it is indicated that the students’ attitudes towards English are a little bit higher.

[Current status of dental English education in China].

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Sun, Jian; Zheng, Jia-Wei

2016-10-01

The teaching of dental English for undergraduate students plays an important role in dental education. Most dental schools or colleges have set up the course of dental English education in China. However, this course lacks of a unified educational plans, contents and goals based on actual situation of dental students, which does not fully achieve the teaching purpose. This study was aimed to explore the developmental direction of the course of dental English education through comparison among different dental schools or colleges in China, in order to find out the teaching mode of dental English education, and promote the teaching effect and cultivation of international dental talents.

Attitudes towards English in Ghana

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Kari Dako

2017-05-01

Full Text Available The paper considers official and individual attitudes towards bilingualism in English and a Ghanaian language. We ask whether bilingualism in English and Ghanaian languages is a social handicap, without merit, or an important indicator of ethnic identity. Ghana has about 50 non-mutually intelligible languages, yet there are no statistics on who speaks what language(s where in the country. We consider attitudes to English against the current Ghanaian language policy in education as practised in the school system. Our data reveal that parents believe early exposure to English enhances academic performance; English is therefore becoming the language of the home.

THE QUALITY OF ENGLISH TRANSLATION VERSION OF BILINGUAL BOOKS FOR PHYSICS AND SOCIAL SCIENCE

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Djatmika .

2015-05-01

Full Text Available This article discusses the quality of English translation of the course books of Physics, Economics, and History for Junior High School students in Indonesia. The research which becomes the base for the article is qualitative, conducted on five English version texts of bilingual books for Junior High School students in Indonesia. It selected one chapter of each book and analyzed the quality of its text structure as well as its text texture. The data were in the forms of discourse units and analyzed on the quality of the text structure and aspects of grammar quality such as the grammatical construction of the clauses and the lexical choices of the texts. In addition, it obtained data related to the readability of the texts from twenty students who were selected randomly. The results show that all of the English texts have good quality in their text structure. However, the grammar and choice of words show a number of weaknesses in each text. Text improvement should consider English grammatical rules and systems and Indonesian language interference for English grammatical constructions, word choice and technical terms.

Teaching and Learning English through the Project Work. Innovative Pilot Teaching Project in the Pre-school and Primary School Pompeu Fabra, Vallirana, Barcelona. Investigation in Action comprehension in Primary Education

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Verónica Asensio Arjona

2017-12-01

Full Text Available In order to impulse a methodology focused on the student, teachers have to establish the learning conditions that allow them to develop the experimentation, creativity, challenge and individual development. Below this framework, a Project Work of Teaching-Learning English as a foreign language is designed and applied at the state school Pompeu Fabra, Vallirana, Barcelona during the scholar year 2013-2014. The methodology of project work is chosen because it is the most appropriated methodology to achieve a learning focused on the student. It is executed an Action Research of the application of this Project in order to evaluate the competential progress of students. Quantitative and qualitative tools are used to execute the research. The quantitative tools are a standardized test and a Survey. The first one is applied in two moments, in October and in June, to evaluate the progress. The results are analyzed with Excel Tools to calculate the general average and each competence average. On the other hand, the qualitative tools that are used are: The Satisfaction and Self-perception Survey, validated by the University of Barcelona; the Teacher Diary of Observation; and an Evaluation Table for the Speaking. The triangulation of all the information show the English competence of student’s increase; as well as the interest of students in the English learning and the satisfaction in doing it also increases. Moreover, the Project Work is highly qualified by students as: the best activity to learn and enjoy it. This research obtains satisfactory results. It is a sample of innovation in teaching and learning English as a foreign language. As a result, the school decides to continue using the Project Work in the next scholar year.

Comenius Project: Are e-Learning Collaborations of High School Students across Europe in Maths Possible?

Science.gov (United States)

Simonovits, Reinhard; McElroy, Jim; O'Loughlin, James; Townsend, Colin

2013-01-01

The overall aim of the project is to allow for the collaboration of high school students of different European countries on small, selected maths topics. This involves the use of technology, student mobility and English language competency. Benefits are also expected to accrue to teachers of mathematics by providing the opportunity to work with…

'We've Got Some Underground Business Selling Junk Food': Qualitative Evidence of the Unintended Effects of English School Food Policies

OpenAIRE

Fletcher, A.; Jamal, Farah; Fitzgerald-Yau, N.; Bonell, C.

2013-01-01

Drawing on two qualitative studies, we report evidence of pervasive black markets in confectionery, ‘junk’ food and energy drinks in English secondary schools. Data were \\ud collected at six schools through focus groups and interviews with students (n= 149) and staff (n= 36), and direct observations. Supermarkets, new technologies and teachers’ narrow focus on attainment have enabled these ‘underground businesses’ to emerge following increased\\ud state regulation of school food and drink prov...

Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

Science.gov (United States)

Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

2013-04-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

"Get a Blue and You Will See Your Money Back Again": Staffing and Marketing the English Prep School, 1890-1912

Science.gov (United States)

Benson, John

2014-01-01

This article explores the ways in which English prep schools were staffed and marketed in the years before the First World War. Its aim more specifically is to employ a biographical approach to consider the emphasis that the schools placed upon sport, and in particular the extent to which they recruited Oxford and Cambridge Blues as teachers…

Contradictions around Differentiation for Pupils with Dyslexia Learning English as a Foreign Language at Secondary School

Science.gov (United States)

Rontou, Maria

2012-01-01

This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from…

Access to English Language Acquisition in Ghana Schools for the Deaf: Are the Deaf Students Handicapped?

Science.gov (United States)

Obosu, Gideon Kwesi; Opoku-Asare, Nana Afia; Deku, Prosper

2016-01-01

This paper primarily discusses the challenges deaf students in Ghana are likely to grapple with as they access education provided for them in English language. The arguments discussed in this paper are supported by findings from a multiple site case study of five Schools for the Deaf purposively sampled from four regions of Ghana. Observations…

Supporting Young English Learners in the United States

Science.gov (United States)

Barrow, Lisa; Markman-Pithers, Lisa

2016-01-01

Simply put, children with poor English skills are less likely to succeed in school and beyond. What's the best way to teach English to young children who aren't native English speakers? In this article, Lisa Barrow and Lisa Markman-Pithers examine the state of English learner education in the United States and review the evidence behind different…

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

Science.gov (United States)

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2012-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

Youth in Transition: Some Notes on Teaching English.

Science.gov (United States)

Silva, Dolores

To bring the junior high school student to an awareness of himself as a unique personality constantly undergoing further definition, this presentation of organizing principles for English teaching focuses upon two primary aspects of man: his role as organizer and formulator and his role as communicator. It provides problem-solving activities…

English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh