After thirty years plus of teaching English language learners, Rosemarie decided to formally study a problem that she had had enacting instructional conversations with her English language learners. In her work, she grappled with this teaching issue and recorded her learning with a small group of English language teachers who simultaneously sought to understand how to better enact instructional conversations with their learners. Grounded in sociocultural theory and articulated with critical discourse analysis,narrative analysis,and grounded theory, findings show that practitioners’ discourse changed to include more positive appraisals of their students’ classroom discussions after working through readings about dialogic teaching and implementing dialogic moves in their teaching. An awareness of how English language students are positioned in higher education is revealed with an understanding of the complex nuances of English language practitioner discourse. This research adds to existing scholarship in professional development for English language teachers and in-service teachers as well as to narratives about teaching literacy with English language learners.
''Teaching English as a Foreign Language from a New Literacy Perspective'' is both a guide for Egyptian EFL student teachers, and a resource book for all EFL teacher educators teaching TESOL/TEFL Methodology. Along with the basic knowledge that EFL student teachers need, the book conveys my understanding of how TESOL/TEFL should be tackled within the Egyptian context in the light of the new literacy challenges imposed by the 21st century, and the sub-sequent new language learning and literacy theories. In addition, it tackles the main language aspects/skills from a new literacy perspective that recognises the important role of many Web-based facilities as online spaces for English learning and practice. The book can be an updated resource in the TESOL field that considers the new reality of English language learning that has been considerably shaped by the technological innovations and the sub- sequent new literacy practices that have recently come to the fore with the unprecedented influence of the Web in our life. Moreover, the book is the culmination of my theoretical and practical experience as a researcher and TEFL teaching assistant for more than 10 years.
In the United States, many English as a Second Language (ESL) speakers have low levels of health literacy. The purpose of this project is to create a curriculum that ESL teachers can implement to improve the English language proficiency and the health literacy skills of adult ESL speakers in the United States. The curriculum is designed for teachers who work with ESL speakers who may have trouble obtaining, processing, communicating, or managing health information due to language barriers.
This study investigated the strategies used in teaching English language pronunciation in secondary schools in Meru region, Eastern province of Kenya. The specific objectives of the study were to: examine the kind of techniques and resources employed in the teaching of English language pronunciation, determine the factors that influence the choice and use of these techniques and resources, and determine their effectiveness on the pronunciation of the learners. The findings of the study showed that though teachers of English were aware of the pronunciation problems affecting them and their learners and were aware of the importance of the skill, there was very little they were able to do to improve the same. The study concluded that the available techniques and resources were not adequately utilized to develop desirable pronunciation in English language in secondary schools in Imenti North District and recommended that this skill be treated with more keen attention at all levels of education, since it is a key oral-aural aspect of language.
Research on reading acquisition has shown that there is a strong relationship between meta-phonological skills in children attending preschool and the development of their reading/writing skills, in any language - be it a first language or a second language. The present work analyses the hypothesis that carrying out phonological awareness tasks in English as a Foreign Language with young Italian learners in preschools, can foster their literacy skills when children are introduced to formal literacy in English. In order to verify the assumption, the work draws on the most relevant scientifically-grounded studies in the area of developmental psychology and specific learning difficulties – in particular dyslexia. The result, at the methodological level, is a series of innovative teaching/learning tasks in EFL aimed at fostering meta-phonological skills in Italian preschoolers, as well as children’s overall oral skills.
The result of more than two decades of empirical research in the field of second language acquisition has led to the compilation of this book. Every chapter of this book is the fruit of the study that judiciously combines the highly evolved theoretical concepts with the hands-on experience of enabling second language acquisition among learners at the tertiary level. Content-wise, the book could be perceived as a meaningful, systematic and scientific exploration into the field of English Language Teaching, carried out based on the problems confronted in engaging a pedagogy that would suit the actual needs of the second language learners well-acquainted with a highly inflected first language. It includes a study on humanistic language teaching; the competence of the learners in acquiring SRW skills at the Primary level; teaching English through poetry and activities; incorporating creativity in ELT; and language in terms of its socio-cultural functions. This book would serve as an eye-opener to those interested in teaching and imparting the effective skills of acquiring English and using them effectively to the betterment of the practitioner''s prospects.
This book looks at the use of the first language (L1) and culture (C1) of the language learners in the process of learning English in EFL classrooms within a specific teaching context, a Tibetan school. With moment-to-moment reflection and analysis, the researcher/author used different teaching methods and approaches in a Tibetan secondary school context including: the Silent Way, Desuggetopedia, Cooperative Learning, Way of Council and Total Physical Response. Highlighting learners’ first language, Tibetan, and cultural aspects in communicative learning can raise students’ motivation and investment in learning English. The author found that it can also provide an opportunity for greater improvement of the four skills in English and promote deeper and more profound input of the target language, thus enhancing communication and comprehension of the target language for the learners.
To all those who love language teaching and learning and strive every day to learn about others as much a as they wish to teach them....to all the language teachers to continue to build bridges of common life interest and ambitions through their effort in teaching children how to communicate with all people in all languages, colors and creeds. Language teaching and learning is a unique tool for spreading life aspirations and concerns. Languages bring all people together in a well informed and organized manner where they exchange life experiences and build relations of prosperity, growth and glory to all human kind every day. Language is the one powerful tool that is out there for everyone to use in order to continue moving our world forward on grounds of peace, harmony and consideration for all.
The strategies for teaching English have undergone various changes due to the gradual changes in the approaches that underpin language learning. This study sought to investigate how teachers of English in a Tanzanian secondary school use various strategies to help learners develop communicative competence in English. The literature reveals that the teaching of English in Tanzania is encumbered by many challenges. The study confirmed that both teachers and students face challenges that impede the use of more effective. strategies in developing language competence. Such challenges include learners’ language background, inadequate teaching and learning resources and teachers’ lack of knowledge and skills in using CLT methodology, coupled with poor teacher training among other challenges. In addition, the findings established that though the teachers of English endeavor to use a variety of strategies, there is a need to improve the way these strategies are used so as to develop communicative language competence in learners. The study recommends that teachers of English should employ more interactive CLT strategies that would enhance communicative language competence in learners.
This book contains details of a study that investigated the needs of adult English Language Learners (ELLs) studying English in the community college setting in the U.S. The study was conducted in Western North Carolina, where administrators, teachers, and students of three different community colleges were interviewed. Interviews revealed that learners in this context are primarily interested in increasing speaking and listening skills so that that they can better communicate in situations they encounter on a regular basis. Extensive research regarding effective English Language Teaching for adult ELLs helped establish criteria for teaching materials that would be beneficial for this group of learners. Textbook evaluations were created and applied to textbooks that were commonly used in all of the participating community colleges, as well as a corpus-based textbook that was created using the Cambridge Corpus of Spoken North American English and not used at any of the colleges. The research conducted for this study is highlighted in this book, as well as suggestions for creating both textbook and computer programs that will better meet the needs of this learner population.
Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction. Most teachers receive little or no preparation in how to work with English language learners. This study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English learners science and English literacy skills. The findings suggest greater attention be given to helping teachers establish a relationship-driven classroom milieu.
Globalization situates English teachers as influential mediators of both language and culture. In iconically multicultural Canada, teachers of English language and literature navigate social theories of language, the communication revolution, and global interdependency. Recent changes in English curriculum emphasizing “global citizenship,” “intercultural communication,” “cultural sensitivity” reflect these trends and suggest English teachers are gatekeepers of linguistic, cultural and critical literacy. Facing new questions about the purposes and priorities of their subject domain, English teachers must negotiate the divide between an inherited curriculum and the impacts of sociocultural transformation on changing literacy needs. The purpose of this book is to spur much-needed dialogue about teaching English in a multicultural and global age. In interviews with Ontario English teachers the focal question, “How is English changing?” raises several burning issues, such as: canon displacement, intercultural communication, and balancing a democratic or ‘common'' culture with respect for diversity.
This text brings together how consciousness raising tasks in ELT facilitate second language learning in grammar classes. From theoretical and practical perspectives, this text aims to demonstrate how grammar instruction could be perceived by L2 learners as productive, enjoyable and useful. Consciousness raising procedure, with its theoretical and practical aspects, has been methodically illustrated with an empirical evidence base bringing about solutions to L2 learners’ difficulties encountered in production skills. This text can be of interest for second language acquisition researchers, L2 teachers, graduate and postgraduate students.
"... this can?t be me speaking, I sound so well in English now!" "Having known this, I had scored better in my listening tests, do you think there is a connection between pronunciation and listening?"..."Why did we learn this in French in the third lesson and never in English... These and the alike are comments of my middle-aged adult students after having gone through a lesson on connected speech, which unfortunately is not a very popular topic in the Czech Rep. The reasons may vary, from lack of time to teach and focus on pronunciation, or due to the fact that Czech is a phonetic language as opposed to English being a stressed-time language, lack of experience in pronunciation learning, non-native teachers’ fear of pronunciation lessons and other. The work also shows research with a group of young adult learners, their will, attitude, progress, enthusiasm, boredom, motivation at different stages of the year-long project of introducing and practising the rules of connected speech. The book is bringing examples and shortcuts for both teachers and learners of English.
This study sought to establish how teachers of English use drama techniques to teach. It aimed to establish how effective language teaching could be achieved through use of drama techniques that enhance authentic language use through learners’active participation. The study addressed the missing link between teachers methodology, choice of content and learners participation that justified the need to use classroom drama with shortcomings in the latest publications of English course-textbooks in mind. The study revealed that use of drama techniques was limited because teachers selected approaches that would enable them to easily complete the syllabus. In addition, drama techniques use was challenged by inadequate time allocated for teaching of English and the teachers unpreparedness to use it because of the tasks involved in preparation for such lesson. The study recommended that lessons be preceded with drama,or activities that stimulate learners. There was need to select a method that would ensure that learning was student-centered rather than teacher-centered. The findings would be useful for teachers and course designers for the improvement of quality of teaching and learning.