Suchergebnisse

This paper describes the Malta Culture Awareness Project aimed at introducing a culture component in English teaching in the lower forms of the secondary school. The research was based on the belief that "a culture component in language teaching actually improves language learning and makes students more tolerant of cultural diversity". The assumptions are that culture awareness (a) facilitates language learning and (b) makes students more tolerant and appreciative of diversity. Indeed these very assumptions underpinned the Council of Europe Project "Language Learning For European Citizenship", which was launched in the light of the socio-political phenomena that created the "House of Europe" in the last 20 years (Neuner 1994). Our assumptions were also substantiated by Byram and Zarate (1995, Preface) "the Council of Europe believes that teachers of languages (and also of other subjects as history and education for citizenship) have a central role to play in preparing young people for full and active democratic citizenship in the new Europe". ; peer-reviewed

The modern-day areas of Palestine corresponding to the West Bank including East Jerusalem and the Gaza strip represent some interesting and dynamic sociolinguistic realities. First, although these are areas in which colloquial Arabic has traditionally been spoken by a majority of the population, several other languages have been in use in educational domains especially Classical Arabic, Turkish, and French among Christians. However, the British Mandate period saw the establishment of English as an important language of political, economic, and cultural power within Palestine. Yet with the establishment of the State of Israel in areas that were once part of British Mandate Palestine, a new language was introduced to the area, Modern Israeli Hebrew. Still, English has endured, partly as a colonial leftover, but also increasingly as a window onto the world for Palestinians. The present chapter explores the enduring yet changing role that English has played and continues to play in the educational system of Palestine. The chapter concludes with evaluations of current English teaching and educational policy in Palestine and provides suggestions for enhancing this policy in order to promote economic development and growth while maintaining cultural authenticity.

This doctoral thesis describes the findings of a study which utilized a sociocultural perspective to explore the teaching expertise of three EFL tenth standard teachers employed in Marathi-medium government-sponsored schools in India. A synopsis of the literature on expertise is offered which spans several decades across several domains, including teaching. However, two distinct positions emerge from an analysis of the literature on teaching expertise, namely 'expertise as a state' and 'expertise as a process'. Given the relevance of the Secondary School Certificate (SSC) examination as a life-changing examination for tenth standard students, this study underscores the need for research which focuses on EFL teaching expertise in India where EFL teachers prepare students for high-stakes examinations. This study aims to shed light on EFL teacher expertise and highlights how teaching expertise is context and culture bound, given the specific sociocultural context within which teachers operate. The three participants in this research study are 10th standard EFL teachers who teach English as a third language in the secondary schools of the Pune community of Maharashtra, India. The qualitative research paradigm utilizes the tools of ethnography and case study methodology. The data sources include in-depth audio-recorded, semi-structured interviews with 10th standard teachers and video recordings of the teachers' lessons. Audio-recorded, semi-structured interviews were also conducted with school principals, B.Ed. college teacher trainers, 10th standard students and their parents. Other artifacts collected for this study include 10th standard teachers' lesson plans, teacher evaluation forms, syllabus, coursebook, general information survey results and researcher notes. A significant finding of the research is that tenth standard EFL teaching expertise evolves over time and supports Berliner's notion of adaptive expertise (Berliner, 2001). Secondly, the results indicate that EFL teacher expertise is dependent on the formation of the key construct namely, deep pedagogical content knowledge (PCK) which is a requirement of teaching expertise (Killen, 2009; Shulman, 1987). Thirdly, the research data support a dialectical view of human learning and development. Thus, the teachers' awareness of best teaching practices is modified through their interactions with their students, their communities of practice (Wenger, 1998) and the sociocultural context (Vygotsky, 1978) in which they live and work resulting in an ongoing transformation in the nature of their teaching practice and their professional identities as expert EFL teachers. ; published_or_final_version ; Education ; Doctoral ; Doctor of Education

The present study aimed to investigate into Kurdish novice English language teachers' perceptions on their teaching practices and needs. The study also aimed to identify their perceptions on the teacher education programs they had gone through and to what extent they had prepared them for the process of teaching. For this purpose, the teachers' perceptions regarding their difficulties, challenges and needs in their first year(s) of teaching were identified. This study is a mixed method case study, which applies a descriptive -interpretive method. Sixty – three Kurdish novice English teachers who are teaching in basic and preparatory schools of General Educational Directorate of Erbil participated in this study. Thirty – three teachers were from the basic level while thirty teachers were teaching in preparatory level. Both qualitative and quantitative data were collected from two different sources: teacher questionnaire and teacher interviews. The results of the study indicate that in general, Kurdish novice English language teachers found some aspects in their first year(s) of teaching difficult, some neither difficult nor easy and some others easy. The results also show that teaching about target culture, hiring practices and dealing with special needs of students were their main problems. The results at the same time show that the teachers were in need of support from their administrators, interaction with experienced English teachers and a continuous training program. As regards the teacher education program, the results show that teacher education program they completed did not fully satisfy them and they believed that their needs were not met. Based on the results, some implications for improving the teacher education in Kurdistan regional government of Iraq and suggestions for further studies have been recommended. The implications can help teacher education programs to be more effective and help novice teachers more to face less problems and provide them with their needs. ; ÖZ: Bu çalışma, Kürt asıllı yeni İngilizce öğretmenlerinin öğretmenlik uygulamalarına ve ihtiyaçlarına ilişkin algılarını araştırmayı amaçlamaktadır. Buna ek olarak, bu çalışma mezun oldukları öğretmen eğitim programları hakkındaki algılarını ve onları öğretme süreci için ne ölçüde hazırladıklarını araştırmayı amaçlamaktadır. Bu amaç doğrultusunda, öğretmenlerin meslekteki ilk yıllarında yaşadıkları, zorluklar ve ihtiyaçlarla ilgili algıları belirlenmiştir Bu çalışma, tanımlayıcı-yorumlama yöntemini kullanan bir durum çalışmasıdır. Bu çalışmanın katılımcıları, Erbil'in Genel Eğitim Müdürlüğünün temel ve hazırlık okullarında eğitim veren 63 Kürt asıllı yeni İngilizce öğretmeni idi. Bunlardan 33'ü temel seviyede öğretmen iken, 30 öğretmen ise hazırlık düzeyinde ders vermiştir. Hem nicel hem de nitel veriler iki farklı kaynaktan toplanmıştır: öğretmen anketi ve öğretmen görüşmeleri. Çalışmanın sonuçları, genel olarak, Kürt yeni İngiliz dili öğretmenlerinin ilk öğretim (ler) in bazılarında zor, bazıları ne zor ne de kolay, bazılarında da kolay bulduklarını göstermektedir.Sonuçlar ayrıca, hedef kültürü öğretme, işe alma uygulamaları ve öğrencilerin özel ihtiyaçları ile ilgilenmenin temel problemler olduğunu göstermektedir. Sonuçlar aynı zamanda, öğretmenlerin idarecilerden destek almaları, deneyimli İngilizce öğretmenleriyle etkileşim ve sürekli bir eğitim programı alma gibi gereksinimleri olduğunu göstermektedir. Öğretmen eğitimi programı ile ilgili olarak, sonuçlar öğretmenlerin tamamladıkları öğretmenlik eğitim programından tam olarak memnun olmadıklarını ve tamamladıkları öğretmen eğitim programının aday öğretmenlerin ihtiyaçlarını karşılayamadığını göstermektedir. Çalışmanın sonuçlara dayanarak, Irak Kürdistan Bölgesel Yönetimi"nin öğretmen eğitimini iyileştirmek için bazı çıkarımlar ve ileriki çalışmalar için önerilerde bulunulmuştur. ; Master of Arts in English Language Teaching (ELT). Thesis (M.A.)--Eastern Mediterranean University, Faculty of Education, Dept. of English Language Teaching, 2019. Supervisor: Assist. Prof. Dr. Fatoş Erozan.

The first of its kind 'TEFL tourism' (teaching English as a foreign language), outlines the scale of the sector and the rapid commercialisation of TEFL teaching across the world. It outlines the processes and factors within this area of tourism. It also considers stakeholders and sustainability considerations of the industry.

This book examines the relationships between foreign language learning beliefs and learning preferences of two English language learners and the beliefs and teaching practices of two Native English-speaking teachers in the EFL context. In such an environment, the learners were not satisfied with learning English in their public school; they paid a great deal of money to attend a private school and had many expectations regarding the course and the teachers. On the other hand, the teachers had

The history of the English Language in Malta is no older than the history of British rule in Malta. No one learned, or taught, the language before 1800, and for many years after many were doubtful about its value as a cultural language and were dead set against it as a language of the administration, in spite of the fact that the Maltese had welcomed the English in Malta with open arms when they wanted to throw out Napoleon's soldiers. Our ancestors for many years wanted English protection but not the English tongue. The reason was that Italian had been for several centuries the cultural and 'political language of the Maltese intelligentsia, and the people's native tongue was looked down upon, underrated and completely neglected for literary composition. No wonder that the English language had to fight very hard not only for its survival but also for its long-delayed official recognition. Both the people's own language and the English language had to prove their worth and fight their way up before they were accepted by the upper classes of these islands. ; N/A

Uruguay is quickly emerging as one of the most innovative countries in the field of English Language Teaching (ELT) by delivering thousands of lessons weekly in public schools via interactive videoconference in a project called Ceibal en Inglés. This article provides a comprehensive look at the history of ELT practices in Uruguay that both necessitated this bold approach and provided the infrastructure to implement it nationally. Special focus is paid to the public school system with historical changes in ELT and teacher preparation. This overview article discusses the many challenges faced in 'democratizing' English language instruction in Uruguay and the new practices, policies, and proposals that support this new national objective.

This study will give account on the possible use of the linguistic landscape of a university campus for pedagogical purposes. The study was conducted at the Department of Foreign Language Education (FLE), in the Eastern Mediterranean University (EMU), the only state university of the Turkish Republic of Northern Cyprus. Qualitative research has been used for the purpose of receiving direct reactions on the multilingual campus from prospective teachers of English language. 13 MA students from the department of FLE participated in the interview which revealed data on their reflections on signs used in the campus of EMU and their perceptions on the idea of including linguistic landscape into the language learning process. The findings of the study show that prospective teachers of English have positive perceptions about the use of linguistic landscape as a tool for pedagogical purposes, believe in its power and benefits, and are generally willing to include it into their own teaching. Furthermore, the results provide data on how signs are used in the campus of the university and how the participants interpret them. Signs have been categorized and analyzed with a focus on language use and language policy of the university. Moreover, several ways of integrating the linguistic landscape into language education have been summarized and presented in line with previous studies. The findings should make an important contribution to the field of sociolinguistics by demonstrating the usefulness of our surroundings and its benefit in language education and furthermore raise awareness of prospective language teachers. Keywords: Linguistic Landscape, EMU Campus, English Language Teaching, Language Learning, Signs ; ÖZ: Bu çalışma bir üniversite kampüsünün dilbilimsel çevresinin pedagojik amaçlar için olası kullanımını açıklayacaktır. Bu çalışma, Kuzey Kıbrıs Türk Cumhuriyetinin tek devlet üniversitesi olan Doğu Akdeniz Üniversitesi´nin (DAÜ), Yabancı Diller Eğitimi Bölümünde yürütülmüştür. Bu çok dilli kampüs üzerine doğrudan öğretmen adaylarının tepkilere ulaşmak amaçlı kalitatif bir araştırma uygulanmıştır. Yabancı Diller Eğitimi Bölümünden 13 yüksek lisans öğrencisi öğrencinin katilliği bu röportaj, DAÜ kampüsünde kullanılan İşaretler üzerine fikirleri ve tepkileri hakkında veriler ortaya çıkarmıştır. Buna ek olarak, katılımcıların çevresel dilbilimini dil öğrenme sürecine dahil etme fikri hakkındaki algıları öğrenilmiştir. Bu araştırmanın bulgularına göre, aday öğretmenleri dilbilimsel çevrenin İngilizce öğreniminde kullanılmasına karşı olumlu yaklaşmaktalar, gücüne ve faydalarına inanmaktalar ve genel olarak kendi öğretimleri için kullanmaya karşı istekliler. Buna ek olarak, sonuçlar, işaretlerin kampüs içerisinde nasıl kullandıklarına ve katılımcıların onları nasıl yorumladıklarına dair bilgi vermekte. Dil kullanımı ve üniversitenin dil politikasına odaklanarak işaretler kategorize ve analiz edilmiştir. Ayrıca, dilbilimsel çevreyi dil öğretimine entegre etmenin birçok yolu önceki çalışmalar doğrultusunda özetlenmiş ve sunulmuştur. Bu araştırma çevremizin kullanışlılığının, dil eğitimine faydasını kanıtlayarak sosyolinguistik alanına önemli bir katkıda bulunmalı ve ayrıca öğretmen adaylarını bilinçlendirmeli. Anahtar Kelimeler: Dilbilimsel Çevre, DAÜ Kampüsü, İngilizce Öğretmenliği, Dil Öğrenimi, İşaretler ; Master of Arts in English Language Teaching (ELT). Thesis (M.A.)--Eastern Mediterranean University, Faculty of Education, Dept. of English Language Teaching, 2019. Supervisor: Assoc. Prof. Dr. Javanshir Shibliyev.

This essay discusses the processes of globalization in English language teaching in Indonesia. First, it addresses the status of English language in the world and how English plays its position in Indonesian context within its diverse linguistic background. Second, from the historical perspectives, it discusses the processes of globalization in Indonesian ELT education and curriculum policies both in language pedagogies and teaching materials and how issues and concerns occur. Then, it discusses how the presence of technological advancement in any form facilitatess ELT in Indonesia. All parties in Indonesia including policy makers, educationists, and teachers should should take the most benefits from globalization through maximizing ELT partnership programs both nationally and internationally such as trainings, workshops, and sholarships for further studies. Similarly, the present development of information technology needs to be taken into account for better ELT in Indonesia by providing sufficient funding, particularly from Indonesian government (both central and local) spent for both sustainable ELT human resources development and their supporting facilities. These efforts are very important to enable students to succeed in achieving their communicative competencies in English to be able to survive in global competitiveness.

While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell's cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

Bob Books Set 3 adds something new for young readers. Consonant blends gently introduce new concepts to the progressing reader. Consistent vowel sounds and lots of three-letter-word practice mean your child continues to enjoy reading success.In addition to eight story books, two Activity Books are included, designed to entice youngsters to read, write, and solve puzzles.Inside this eBook you'll find:- 10 easy-to-read books, 16 pages each- Many three letter words- An introduction to four and five letter words (one syllable)- An introduction to two syllable words - Can be "sounded out" (phonics based)- Limited sight words- 25 to 40 words per book.

Language is the most widely used tool that Human beings use for interacting with each other to exchange their ideas, information, feelings and sentiments. It acts as a repository of wisdom, a propeller for the advancement of knowledge and telescope to view the vision of the future in this fast changing world. The English language has played a vital role. It is the most influential language the world has ever witnessed. Super-power politics has not been able to set boundaries for it. It is the closest thing to a lingua franca around the world. English has penetrated deep into all business sectors and has established itself as a global passport for professional success. The teaching skills and strategies should be developed keeping pace with the current demands of the global market. More attention needs to be paid on the development of learners' competence with focus on evolving a more effective and successful method. Language is the most important communicative tool of mankind, and English language has become a universal medium of communication in today's era of liberalization and globalization.

FrontMatter -- Acknowledgments -- Contents -- Tables, Figures, and Boxes -- Acronyms and Abbreviations -- Summary -- 1 Introduction -- 2 American Community Survey Estimates -- 3 Quality and Comparability of State Tests of English Language Proficiency -- 4 State Procedures for Identifying and Classifying English Language Learners -- 5 Comparison of American Community Survey Estimates and State Counts -- 6 Comparability of Estimates of Immigrant School-Age Children -- 7 Decision Criteria and Recommendations -- References and Bibliography -- Appendix A: Review of English Language Proficiency Tests -- Appendix B: Biographical Sketches of Panel Members and Staff -- Committee on National Statistics -- Board on Testing and Assessment.

The research aims to describe current practice of English as a foreign language at primary schools. The case study conducted at two favorite elementary schools in Makassar involving 84 students. The data gained through observation, questionnaire and semi-structured interviews. The study revealed that teachers used textbook as the main resources for teaching besides using media and physical objects. The research identifies that there are a lot of challenges faced by both teachers and students in teaching and learning English. From teachers' perspective, the difficulties are limited availability of materials, allocation of time, class size, and using teaching media. Students preferred variety of teaching method as well as materials. From the learners viewed that time allocation is not enough, and teaching material are not varied. It is suggested that the government should provide a variety of teaching materials that can assist teachers and students in teaching and learning English