Since the main objective of English language teaching in non-English speaking countries is students’ proficiency in target language, the background of teachers as native or non-native English speakers is one of major concerns. There is always a heated debate whether a native or a non-native English speaking teacher is the ideal one in teaching the target language. According to Medyes (2001 cited in Yeh and Wang, 2009, p. 94-95), a Native English Speaking Teachers (NEST) is an English teacher who speaks the language as a mother tongue, while a non-native English speaking teacher (non-NEST) refers to an English teacher who speaks the language as a second or foreign language.
Moreover, some researches revealed a dichotomous distinction between
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The unprecedented global spread English has experienced in the last years has paved the way for changes in the sociolinguistic profile of the language. In addition to the fact that new varieties have emerged, the number of functional domains in which English plays a role has increased significantly (Sharma, 2008). Currently, English is not only a tool serving national purposes, but also a language institutionalised in several former British and American colonies, and a lingua franca used worldwide. This phenomenon has raised concern about the classification of World Englishes, as well as, about the need to adapt English Language Teaching (ELT) to the new reality. Assuming Kachru’s Concentric Circles Model, this paper will argue that pedagogies based on English as a Lingua Franca (ELF) would be more consistent with the functions of English in Expanding-circle countries than native-centered teaching methods. With this objective, this essay will first give an overview of Kachru’s model, secondly, it will consider the implications ELF methodologies have for classroom practices, and, finally, the advantages and drawbacks of such a pedagogy will be evaluated.
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The personal beliefs of a teacher can function as an asset or impediment to many students, especially in terms of classroom behaviors and student expectations. As Darder et al (as cited in Bartolome´, 2004) explains,
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
“A major problem world-wide in the field of language teaching is the popular belief that anyone who can speak a language can teach it. The fact is, however, that language teaching requires a special combination of knowledge and skills that is always hard to find, and finding teachers who have it should be the first concern of any good administration” (Eskey.1982 in Pennington, 1989). According to Aggarwal (1984:112-113), the Commission observes that “any method, good or bad links up the teacher and his pupils into an organic relationship with constant mutual interaction …..Every teacher and educationist knows that even the best curriculum and the most prefect syllabus remain dead unless quickened into life by the right methods of teaching by the right kind of teachers”. The government must therefore ensure the requirement for English teachers while appointing so that a specific ELT training is given to those teachers rather than a general
The majority of these students maintain passive attitudes towards language education, reflecting an unwillingness of acquiring English knowledge. The reason why they study like 'puppets ' throughout the learning process is mainly the pressure from the Chinese society. In general, english is often assessed via a set of tests, particularly in middle schools (Li Xiaoju, 1984). In Chinese college entrance examination, English occupies a high proportion of overall scores which could determine whether you have the permission to entering premium high institutes (Anderson, 1993). Phillipson and Lam (2011) argue that due to Chinese culture which focuses on the social relations, Chinese students normally tend to produce high grades to satisfy parents ' expectation. Therefore, the motivation for learning English of these students mostly lies in the
English as an international method of communication is now more important than ever. English proficiency becomes a global demand and is a requirement for all countries to follow. The English language (L2) can be more intimidating to foreign learners in comparison to their mother tongue (L1). Academia, stakeholders, and governments place emphasis on the education of learners and the exposure to the English language. English should be introduced at all educational institutions at kindergarten and primary level. Although it is a slow development process, it is possible to expose learners at kindergarten level. In additional, understanding learners, cultural backgrounds, social interaction, and level of English (L2) is of vital importance to the success of the educator and the learners. The Educational Department acknowledges a lot has to change to incorporate a second language (L2) to all schools. Educators in kindergarten and primary are more active in the classrooms, with extra-curricular activities to develop the learners’ English proficiency level. Learners are more enthusiastic by learning new vocabulary from a very young age. What are the benefits for learners’ to learn a second
The present paper attempts to find out the importance English enjoys in India in the present scenario. It tries to examine the back drop in which English [just one of around 6000 languages of the world and 780 in India alone]1 assumes such a significant stature. It deals with the status of English at present: it is the generally accepted language of the graduates; it is the window of opportunities; it improves our languages; it acts as a link among various fields etc. Moreover it is a powerful integrating factor that has compensated for the great language divide existing in our country.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
Indonesian government has an attempt to enhance english language proficiency through introducing english in early formal institutions, that is elementary school. It is based on Letter Decree of the Minister of Education and Culture Number. 060 / U / 1993 dated 25 February 1993 (Department of Education, 1993)(Surat Keputusan Menteri Pendidikan dan Kebudayaan Nomor. 060/U/1993 tanggal 25 Februari 1993 (Depdikbud, 1993)) which describes the possibility of learning English as local content subjects in primary schools and may start in the fourth grade of primary school.
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