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Dissertations / Theses on the topic 'English Language Teaching (ELT)'
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1
Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.
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2
Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.
Full textAbstract:
This qualitative study aims to address the current understanding of English language
assessment of both the teachers and students in the secondary schools in Bangladesh. The
study conducted semi-structured interviews with six English teachers and focus group
interviews with two groups of students in two different secondary schools and these interview
responses were compared to probe the related understandings and experiences of both the
teachers and the students.
These findings reveal that the present English assessment system in the secondary level in
Bangladesh does not reflect a balanced development of all the language skills of the learners
and there are inconsistencies between the stated objectives of teaching English and the actual
teaching methods in the language teaching in the secondary schools in Bangladesh. Though
summative assessment is still dominating, the practice of formative assessment is slowly
developing.
The study indicates that there has been a gradual shift in the assessment process and the
teachers were trying to use individual assessment strategies to motivate the students’
learning. Both the teachers and the students in the study emphasised that current assessment
is mainly based on reading and writing. However, for overall development of language skills,
the secondary English language curriculum may need to be redesigned so that all the four
skills are able to be included in the assessment system. Better opportunities for training to
develop teachers’ effectiveness and their knowledge of learners should be considered also.
3
Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.
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4
O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.
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5
Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.
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6
Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.
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7
Hague, Elizabeth. "The role of gesture in British ELT in a university setting." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314024.
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8
Kostoulas, Achilleas. "A complex systems perspective on English language teaching : a case study of a language school in Greece." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/a-complex-systems-perspective-on-english-language-teaching-a-case-study-of-a-language-school-in-greece(eb08c3b6-8d92-47fe-996f-05f4da06f05f).html.
Full textAbstract:
This thesis is a complexity-informed case study of a language school in Greece, which provides a rich description of how language pedagogy develops in the periphery of the English-using world. In addition, this study demonstrates the feasibility and potential of using Complex Systems Theory (CST) in the study of educational settings. The thesis begins by describing English Language Teaching (ELT) in Greece, thus setting the scene for the empirical investigation. This is followed by a review of ELT literature, with particular reference to theories of language, pedagogy and society, and by an overview of CST, which pragmatically synthesises complex realism and post-modern ways of knowing, and defines a set of principles to guide complexity-informed empirical inquiry. Having conceptualised the language school as a complex system, it is suggested that activity in the school was sustained by multiple intentionalities, i.e., collective, emergent, nested and generative drivers of activity. These included: (a) an imperative to provide certification to learners, (b) some learners’ desire to integrate in transnational discourse communities, (c) the expectation that language learning should lead to increased awareness of ‘English’ culture, (d) competition against the state school system, and (e) the unstated aim of protecting the professional interests of the school’s staff and stakeholders. Intentionalities were associated with specific pedagogical outcomes and cultural outlooks, and their synthesis is defined as a dynamic of intentions. Next, the thesis looks into the learning materials used at the language school, and it is suggested that these generate affordances which impacted pedagogy. The distribution of learning activities in the books was associated with synchronic and diachronic changes in the dynamics of intentions underpinning activity in the school. Complexity-inspired conceptual instruments, such as an ‘affordance landscape’ and ‘attractors’, are developed to describe the influence of the learning materials, and it is suggested that the learning resources used at the language school made transmissive and communicative pedagogy more likely. The empirical component of the study concludes by describing prototypical instruction sequences that typified ELT in the language school, which evidenced traces of transmissive and communicative pedagogy. Some sequences (e.g., Reading and Vocabulary, and Transmissive Grammar) evidenced transmissive influences, which were associated with local pedagogical traditions, whereas others, such as Process-Based Writing, were more closely aligned with the communicative ideology that is mainstream in ELT. The thesis concludes by synthesising the findings with insights from the CST literature. In doing so, it demonstrates the theoretically generative potential of a complexity-informed inquiry, which can help to formulate understandings of ELT that are sensitive to the interface between systems and their environments, while providing ontologically coherent accounts of structure and agency, and of behaviours that are neither completely random nor entirely predictable.
9
Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.
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10
Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.
Full textAbstract:
State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.
11
Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.
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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.
12
Vilches, MariÌa Luz C. "Process-oriented teacher training and the process trainer : a case study approach to the Philippines ELT (PELT) project." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274245.
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13
Chiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
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As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
14
Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.
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This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction typically employed.
These beliefs are tested via an innovative corpus-based experiment which compares the syntagmatic patterns of frequently occurring verbs in a corpus of research articles from the disciplines of history, microbiology, and management studies. The results demonstrate that, in many cases, the prototypical meaning of a given verb varies according to the discipline it is found in. Moreover, in order to fully appreciate these differences, a means of phrase extraction which accounts for both syntactic and semantic concerns is necessary.
In addition to the methodological contribution represented by the experimental procedure, the study demonstrates how approaches to language which might be termed phraseological provide plausible explanations for many of the differences in verb behaviour observed in the corpus. From a practical perspective, the combination of the findings with best practice in EAP pedagogy and lexicography allows the creation of guidelines for, and an illustrative example of, useful lexicographical resources for the EAP community.
15
Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
Full textAbstract:
It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
16
Masoud, Omaima Abugaila Elmahdi. "Portfolio in teacher education and in English language teaching." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17167.
Full textAbstract:
Mestrado em SupervisãoO desenvolvimento educacional moderno trouxe novas portagens para a avaliação das capacidades que os alunos irão utilizar em tarefas da vida real. Esta necessidade tem criado uma mudança radical nos métodos tradicionais de ensino e avaliação. Assim, são necessárias abordagens alternativas de avaliação, quer do processo, quer do produto de aprendizagem. O presente estudo leva em consideração o uso de estratégias de utilização do portfólio no ensino de Inglês, com particular destaque para o sistema de ensino da Líbia. Além disso, apresentam-se definições, algumas vantagens e desvantagens do uso de portfólio, bem como possibilidades de sua utilização para a avaliação e melhoria do desempenho dos alunos. Além disso, será dada atenção à importância de desenvolver a consciência dos professores para o portfólio. A investigação indicou que os portefólios podem ser vistos como conjunto selecionado de trabalhos importantes, o que se relaciona com a medição do desempenho do que foi conseguido. O seu uso pode fornecer aos professores maior feedback sobre o seu ensino e obter mais informações sobre o processo de aprendizagem dos alunos. Como conclusão, podemos afirmar que os portfólios podem servir como uma boa alternativa de ensino- aprendizagem e avaliação no ensino de Inglês, devido às vantagens que oferece.
Modern educational development has brought up new tolls for the evaluation of the skills students will need in real-life tasks. This need has created a radical change in traditional methods of instruction and assessment. Therefore, alternative evaluation approaches are needed in assessing both learning process and product such as achievement portfolio. The present study takes into consideration the use of portfolio assessment strategies in English language teaching with particular emphasis on the Libyan education system as a case study. In addition, definitions, advantages and disadvantages of the use of portfolio are presented using the achievement portfolio as a tool of teaching and evaluation pointing out its importance in improving students‟ performance. Moreover, attention will be paid to the importance of developing teachers‟ awareness as far as the importance of portfolios is concerned. Research has indicated that achievement portfolio is a collection of the important works, which is related to the measurement of the performance of what was achieved. Its use can provide teachers more feedback about their teaching and more information about students‟ learning process. As a conclusion, we may state that portfolios can serve as a good alternative teaching and assessment tool in English language teaching due to the advantages that it offers.
17
Degerman, Ylva, and Sara Sävhage. "In what ways does the ELT coursebook ECHO 6 fulfill the communicative aspects of the Swedish curriculum for English 6?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33409.
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In this essay, the published ELT coursebook ECHO 6 is critically examined. The focus of the examination is the communicative opportunities within ECHO 6. These opportunities are analyzed and concretized with help from the Swedish Curriculum for English 6. In the results section, the communicative opportunities within five selected chapters are explored in depth. Later, these chapters are discussed and contrasted with relevant literature about English teaching in general as well as communicative language teaching. Our conclusion is that ECHO 6 does provide students with several opportunities to communicate and develop communicative skills in English. However, there are essential parts missing in order for the textbook to be completely communicative. Key words: Language teaching, ECHO 6, communication, communicative language teaching (CLT), students, teacher, language skills and language systems.
18
Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II.
In this evaluation study, the adapted version of Bellon and Handler&rsquos (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
19
Alazemi, Abdullah. "Teaching of academic subjects in English and the challenges Kuwaiti students face." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/27997.
Full textAbstract:
This thesis explores students’ views concerning the current English as medium of instruction (EMI) policy at Kuwait’s two public higher education institutions, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). In line with the exploratory nature of this study, an interpretivist and social constructivist epistemological stance was implemented to elicit and analyse students’ views and gain their insights on the current situation. The study employed a sequential mixed method design using quantitative (questionnaire) and qualitative (focus groups, semi-structured interviews and semi-structured observations) methods to present a holistic picture. The number of the participants were 12 for the focus groups, 100 for the questionnaire, 11 for the in-depth interviews and 10 teaching sessions were observed. Descriptive statistics were calculated for the quantitative strand data and thematic analysis was used for the qualitative data. The study revealed that although most participants preferred to learn through English, the current EMI policy raised many concerns. These related to students having to endure an ‘extra burden’ and the additional effort needed to study a subject being taught in a language that was not their mother tongue. The students expressed the view that this resulted in them being unable to gain a deep knowledge of the subject and not attain high grades which then affected their career prospects. These issues arose due to the students not being sufficiently competent in the use of English at the high level expected for degree level work. Students also expressed concerns relating to EMI policy effects on Arab identity and on the use of Arabic as a language of science and academia. Students would prefer a policy that promoted the use of both Arabic and English in their courses which would enable them to benefit from developing their understanding of both languages. The thesis concludes by presenting a recommendation to modify the medium of instruction policy such that it incorporates both English and Arabic. These recommendations have implications for policymakers, teachers and students.
20
Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
Full textAbstract:
This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
21
Thom, Nguyen Xuan, and n/a. "In search of possible solutions to the increase of ELT effectiveness and efficiency for junior secondary schools in rural Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.132457.
Full textAbstract:
Vietnam is a country with more than 80 percent of the population
living in the countryside. Rural education is, therefore, of vital
importance to Vietnamese education; and ELT effectiveness and
efficiency in junior secondary schools in rural Vietnam is a
problem of worthwhile attention.
This study, being a pilot one, limits itself to seeking solutions to the
increase of ELT effectiveness and efficiency in terms of syllabus
design, textbook revision and teacher development. The study
contains 5 chapters and a conclusion.
Chapter 1 deals with the general background of the study, schooling
and educational philosophies in Vietnam. In this chapter, special
attention is given to the role of foreign language teaching and
learning in Vietnamese schools. In addition, educational
philosophies in Vietnam are discussed as the philosophical and
legal basis for any implementation of FLT and ELT innovations in
junior secondary schools in rural Vietnam.
Chapter 2 deals with input studies and some models of language
teaching and learning that appeared in the last two decades. In this
chapter, special emphasis is laid on studies which explain how
input is transformed into intake and on the models of teaching and
learning that may be applied to the teaching and learning of
English in the context of rural Vietnam.
Chapter 3 deals with language teaching methods as the neverending
search for teaching effectiveness and efficiency. In this
chapter, based on the understanding of such concepts as
effectiveness and efficiency, language teaching methods are
presented as a means to an end, not as an end in itself. Thus, the
selection and use of a method depends completely on the goal set
for the process of language teaching and learning. When the goal
changes, the method will change accordingly.
Chapter 4 deals with the actual FLT and ELT situation in rural
junior secondary schools in Vietnam. This chapter includes the
results of surveys on teacher quality and a critical look at the
implementation of the communicative approach in language
teaching in the current textbooks in use in junior secondary
schools The background of rural students is discussed to clarify the
context of the learners in question.
In chapter 5, based on the theoretical findings in chapters 2 and 3
and on the actual ELT situation mentioned in chapter 4, possible
solutions to the increase of ELT effectiveness and efficiency are
proposed. These solutions are concerned with syllabus design,
textbook revision and teacher development.
The study closes with a conclusion which relates solutions to ELT
effectiveness and efficiency to the general solutions to teaching
effectiveness and efficiency mentioned at a number of workshops
held in Vietnam recently.
22
Meadows, Bryan Hall. "NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOM." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194033.
Full textAbstract:
This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.
23
Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
Full textAbstract:
The English language occupied a specially
important status in the increasing development of science,
technology, culture and international relations in Vietnam,
which has resulted in a growing demand for English Language
Teaching (ELT) all over the country. The Hanoi Foreign
Languages Teachers' Training College in general and its
Department of English in particular plays a very important
role in this by producing as many teachers of English as
possible for high schools as well as for other Colleges and
Universities in Vietnam as a whole. Unfortunately, ELT in
Vietnam is still far from satisfactory. There exists a common
problem of communicative competence in Vietnamese students,
even in Vietnamese teachers of English. ELT at HFLTTC is
taken to illustrate the fact that even after five years'
training, graduates remain deficient in the ability of
language use as well as understanding its use in normal
communication. This being the case, how can they carry out
effectively the teaching of English to high school pupils or
students at other institutions?
In this situation, we need to take a serious look
at ELT in the Department of English at the HFLTTC so as to
suggest suitable materials and methods which will enable the
Institution to function more effectively.
This project makes an exploratory study of the
problem. To provide a context for the study, the background
to ELT in the Department of English is reviewed. This is
followed by a detailed description of different approaches
used in ELT with the reference to the actual activities of
teaching and learning in the Department of English. A special
emphasis is placed on the difference between conventional
approaches and the currently influential one - The Functional-
Notional-Approach to language teaching and learning. The
basic notions of this approach will be covered and also
different categories of functions and categories of
situations which the students of English often encounter in
using English. Different techniques of teaching functional
spoken English will be suggested with an aim to improving the
teaching of spoken English in the above-mentioned setting.
It is hoped that this project may become a
contribution to solving some of the existing problems of
inadequate communicative competence of Vietnamese students of
English and to teaching and learning English with effective
communication skills in the Department of English at the
HFLTTC.
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Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
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Smith, Rachel Tui. "A Qualitative Analysis of the English Language Teaching Practices of Latter-day Saint Missionaries." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6174.
Full textAbstract:
This study explores the teaching practices of recently returned Latter-day Saint (LDS) missionaries who voluntarily taught the English language on their full-time missions' serving for The Church of Jesus Christ of Latter-day Saints throughout various parts of the world. The analyses performed in this research offer an insider's perspective by looking at a large selection of qualitative data gathered directly from these missionaries to provide evidential insight into what those practices are, including the most effective and the most ineffective teaching practices as principally perceived by the missionaries themselves. Thus far, there has been no research reported or data gathered on this topic on the same global scale, and to the same academic level. However, such a study is extremely necessary and beneficial towards refining the focus of the missionary taught English language classes, as well as the quality of teaching that the missionaries provide as they strive to serve and benefit the communities around them.
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Andersson, Antonia. "Teaching English to newly arrived immigrant pupils : A qualitative case study about teachers' experiences at a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59905.
Full textAbstract:
This qualitative case study examines teachers’ perspectives on receiving and teaching newly arrived immigrant pupils. Previous research and the Swedish National Agency for Education have shown that immigrant pupils have a tendency to fail their education, and some researchers also implied that these children fail their English education. The aim of this essay has been to investigate how English teachers at a secondary school in southern Sweden deal with the growing number of newly arrived immigrants in their classes. The collected data is based on qualitative semi-structured interviews with three teachers at a secondary school in Sweden. The results indicate that the teachers considered that it was challenging to receive and teach newly arrived immigrant pupils. They do not have enough information on how they should incorporate these children into subject planning and ongoing pedagogical initiatives. Moreover, the data also show that the participants expressed the fact that the pupils often had a low level of English proficiency, and that they occasionally did not obtain a grade in English. The pupils’ low English level connected with their ongoing Swedish acquisition made it difficult for the teachers to adapt their teaching. The Results also implied that many newly arrived pupils used English as a communication language, which may have a positive impact on their learning.
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Catina, Kathryn L. "Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26600.
Full textAbstract:
The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study also analyzed the effect of this model on the on-time graduation rate of limited English proficient students. Discussing the experiences of teachers involved in this model provided valuable information that can be used to refine instruction and improve ELLs cultural assimilation, self-motivation, and involvement in co-curricular activities.
The mixed methods design study taking both a phenomenological and quasi-experimental case study approach focused on collecting experiences from teachers and graduation data to determine the outcomes of the collaborative instructional model. The context of this study was two high schools in a suburban school district in central Virginia. The participants were seven teachers who have implemented the collaborative model within the last two years. Triangulation of the data sources included interviews with the participants, field notes, and archival data. Both NVivo and Statistical Package for Social Sciences were used in coding and describing the data.
Results of this study are presented in narrative descriptions of the experiences of the participants and a descriptive report of the graduation data. Themes resulting from the analysis across all the narratives are discussed within the framework of ELL academic success. Both graduation data and teacher reports are discussed to determine the effect of this instructional model on the on-time graduation rate.Ed. D.
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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.
Full textAbstract:
The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Short, Kathy. "Effects of Teaching Methods on Achievement of English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4945.
Full textAbstract:
An American school overseas is concerned with offering equal academic opportunities for the non-native English language learners (ELLs) on campus. It has not been determined if the in-class teaching method or the out-of-class teaching method is more effective. The purpose of this study is to determine if there is a difference in end-of-year achievement between these 2 different methods. Guided by Vygotsky`s theory of cognitive social development and Krashen`s theory of exposure to language, the research question addressed the difference in 3rd through 5th grade students' achievement test scores between the in-class teaching method and the out-of-class teaching method. The causal comparative study compared the standardized Stanford and Northwest Evaluation Association Measures of Academic Proficiency achievement test data from 244 students for 1 year of out-of-class teaching with 3 subsequent years of in-class teaching. The Kruskal-Wallis test indicated a significant difference between the 2 methods (H = 7.88, df = 3, p = .049) only in the 1st year of in-class teaching. As the results are inconclusive, the results of this study were shared with teachers and administrators and a discussion was facilitated about alternatives to the in-class teaching method in order to develop a research-based curriculum that will help ELLs to succeed in the local school.
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Kong, Po-ping, and 江保平. "An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207133.
Full textAbstract:
This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Akoha, Joseph. "Action research based in-service education and training of teachers (INSET) and English language teaching (ELT) curriculum innovation in Benin : an experimental study." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006564/.
Full textAbstract:
This study originates from an ELT curriculum innovation in Benin,leading to the adoption of a textbook which emphasizes the development of communicative skills, chiefly through pair/group work. It describesthe experimental INSET set up to introduce its new methodology, and which has been evaluated through the comparison of teaching and learning by experimental classes with control classes. It also identifies, through a questionnaire, INSET processes considered as most effective. It finds that teachers with the Action-Research based INSET improved their abilities to use the new book for more communicative teaching as seen through the evaluation of teacher performance by inspectors, pupils and teachers themselves and as compared with control group teachers. It also finds that the project and the implementation of the curriculum it aimed to facilitate did not adversely affect pupil progress. On the contrary the experimental group pupils scored moderately higher than the control group pupils -on all the English general proficiency tests used for the study. But the difference is not statistically significant. However, the experimental group pupils' subjective impression of progress as well as their views on communicative language teaching are significantly more positive than those of control pupils. It also finds that diagnostic class observations, practical workshops at school based INSET meetings and residential seminars, with active involvement of teachers through action research, and formative class observations, are considered as more effective than summative class observations, feedback and advice by trainers and inspectors. It concludes that priority should be given to in-service education to ensure the success of the curriculum reform, with a systematic programme drawing on the problem solving approach to educational innovation for ELT. This should be progressively- generalised to other subjects. Some suggestions are also made as to the contextualisation and relevance of communicative teaching.
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Wu, King-lok Michael, and 胡敬諾. "A study of the design of ELT textbooks used in Hong Kong secondary schools: to what extent are concepts oflearner autonomy incorporated into them?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31648162.
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Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
Full textAbstract:
As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promoting a more ELF perspective in teaching materials. However, to begin with, the reason why the ELF approach is necessary for Japanese learners of English should be adequately discussed. Also, how people are likely to respond to the new materials in the future should be investigated. The aim of this thesis is two-fold: (1) to examine current English language teaching practices in Japan from an ELF perspective, and (2) to examine the attitudes of Japanese people towards the new ELF-oriented practice. More specifically, the current study will focus on the teaching materials that are currently being used within the country. The research consists of three parts: (1) the identification of the characteristics of ELF; (2) an analysis of the EFL coursebooks and audiovisual materials according to those traits; and (3) an investigation of the attitudes of Japanese learners and teachers of English to ELForiented coursebooks and audiovisual materials by means of questionnaires and focusgroups. EFL coursebooks and audio materials employed in the state and private sectors were analysed. ELF-orientation was found in different forms and to different degrees according to the level and the objectives of individual materials: this was apparent in the nationalities and contexts represented, in the content of texts, and in English varieties in audio materials. There were some differences between publishers in the degree of ELF orientation. 717 students and 28 teachers were involved in the questionnaire survey. Sixteen students and nine teachers participated in the focus-group discussions. The survey data revealed that the informants showed strong reactions to certain ELF features in materials. They had little objection to ELF-features which were related to contextual factors of ELF (e.g. representation of characters in a dialogue). In contrast, they expressed more opinions regarding ELF-features which were closely related to the issues of a target model (e.g. written forms of non-standard English, and audio recordings which included NNS English). The findings are discussed with regard to the implementation of ELF-oriented materials. Pedagogical implications are proposed for the further development of ELF-oriented materials and for possible changes in English language teaching in the Japanese educational system.
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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.
Full textAbstract:
Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
Full textAbstract:
Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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Ainasoja, Heidi. "Swedish upper secondary school teachers and their attitudes towards AmE, BrE, and Mid-Atlantic English." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7175.
Full textAbstract:
The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.
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Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Full textAbstract:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
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Mims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.
Full textAbstract:
English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills.
This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf
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Liyanage, Indika Jananda Borala, and n/a. "An Exploration of Language Learning Strategies and Learner Variables of Sri Lankan Learners of English as a Second Language with Special Reference to Their Personality Types." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040716.112300.
Full textAbstract:
This study explores the relationship between language learning strategies and learner variables of Sri Lankan learners of English as a Second Language (ESL) with special reference to their personality types to examine what implications these associations have for the teaching of ESL in the Sri Lankan sociocultural context. In order to investigate the above, a large and representative sample of the ESL population was chosen. The sample taken for analysis comprised 886 subjects from six secondary schools which operate under the Ministry of Education in the Sri Lankan government. These subjects belonged to three distinct subcultures as demarcated by their first language (L1), Religion and Ethnicity in Sri Lanka. Data were collected using two questionnaires - a language learning strategy inventory and a personality assessment questionnaire, between April 2002 and June 2002 in Sri Lanka. Two statistical tests were used to measure the associations between the learner variables and language learning strategies: Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The findings show differences in strategy use or rather the ways the three groups learn the target language indicating that these strategy choices are closely correlated to their personality type, gender and religion/ethnicity. The findings also indicate that these variables affect the strategy choices both as collective and individual forces and when working as collective forces there is a complex interplay between these variables. While this study clearly demonstrates the association between learner variables and language learning strategies, it acknowledges the possible dangers in discussing these associations in cross-cultural comparisons. It also suggests the need for more ethnographic research to further elucidate the findings obtained in the current study. Based on these findings in the current study, this thesis strongly argues that ELT pedagogy cannot be independent of the Sri Lankan sociocultural context. It is therefore strongly suggested that ELT pedagogies should: (1) develop within the socio -cultural contexts of the learners; (2) be orientated to the culture of speakers of a Sri Lankan variety of English; (3) incorporate teaching material based on rhetoric indigenous to their culture. The study also shows the complexities of ESL instruction in the Sri Lankan socio-cultural context where its history, different cultures, first languages, ethnicities and religions all make a significant contribution to the learning/teaching of the target language. The challenge for teaching ESL in Sri Lanka is even higher given that all languages come with their own cultural, historical and ethnic trappings.
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Judd, Syringa Joanah. "Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7502.
Full textAbstract:
This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify the perceptions of Malaysian English teachers, expatriate native English-speaking teachers (NESTs), and expatriate nonnative English-speaking teachers (nonNESTs) regarding the practices that are prevalent in Malaysia in areas such as hiring, remuneration, and benefits. An initial questionnaire was completed by the participants to ensure that they fit the target demographic profiled. Then, a semi-structured interview was conducted as a follow-up to the participants' open-ended responses in the second part of the questionnaire. Completed questionnaires were gathered from ten participants, and two semi-structured interviews were conducted with an expatriate NEST and a Malaysian nonNEST respectively. Descriptive statistics were used to analyze responses to the seven-point Likert-scale statements. In addition, this study took a qualitative approach in analyzing the core themes of the responses in the semi-structured interview and the questionnaire. Examining individual survey items and interviews revealed that there is a large discrepancy in wages between NESTs and nonNESTs in Malaysia, and this contributes to the unhappiness and low morale of Malaysian English teachers. In addition, the presence of expatriate NESTs causes Malaysian nonNESTs to have low self-esteem as they compare themselves to their native counterparts. This study also revealed that participants felt that the importation of expatriate NESTs had no significant impact on improving the language proficiency of students. Owing to the perceived failure to deliver desired results, the majority of the participants agreed that hiring qualified and experienced English teachers (not on the basis of one's race or first language) is paramount in improving the language proficiency of Malaysian students. The analysis of the data collected resulted in recommendations for a more in-depth study of the impact of the importation of expatriate NESTs/nonNESTs to the morale of Malaysian nonNESTs and the improvement of the language proficiency of Malaysian students. Also, the contributing factors for the decline of the English proficiency of Malaysian students should be thoroughly evaluated so as to affect change.
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Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.
Full textAbstract:
As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary school teachers have regarding the age at which the English instruction should start. An empirical study was carried out by interviewing a few stakeholders in the context of schools and sending out questionnaires to lower primary school teachers. The results indicate that a large majority of the participants were in favour for early English instruction, as according to many of them, an early start results almost exclusively in advantages for the young children. However, the results also imply that the English subject, in some cases, might be less prioritised, due to the lack of specified knowledge requirements. Based on these results, further research on how different schools interpret these non-specified knowledge requirements is suggested.Engelska
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Wilson, Paige C. "The Policy and Politics of Second Language Teaching." Ohio University Art and Sciences Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1556284044333655.
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Piña-Hinojosa, Isabella. "The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5131/.
Full textAbstract:
Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.
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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.
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Alfahadi, Abdulrahman. "Saudi teachers' views on appropriate cultural models for EFL textbooks : insights into TESOL teachers' management of global cultural flows and local realities in their teaching worlds." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3875.
Full textAbstract:
This study has been undertaken using an interpretive methodology in order to examine the socially constructed views of Saudi EFL teachers and their decision-making with regards to the appropriate cultural models for EFL textbooks in Saudi public schools. The study also examines the factors affecting the teachers’ views and how they apply their beliefs in their classrooms. In addition, the study will also examine if the Saudi EFL teachers have any concerns about what they have been through and examined and accordingly investigates how they address their pedagogical decision-making in the classroom. Moreover, this study is interested in looking at EFL teachers as local teachers teaching a global language. In view of the exploratory nature of this study and its context-specificity, the naturalistic orientation of interpretive and social constructivism as an epistemological stance were selected. The research design employed a concurrent mixed methods design using an adapted version of Cresswell (1996). In this study, the participants were Saudi Arabian EFL teachers from one city in Saudi Arabia teaching in all of the three public education levels (primary, intermediate and secondary). The data collected were both qualitative (interviews and open-ended questionnaires) and quantitative (close-ended questionnaires). For the interviews, 14 male and female teachers equally interviewed, whereas for the questionnaires 280 male and female participated. The data collection of both data qualitative and quantitative occurred at the same time during my field journey in 2009 in Saudi Arabia. I used the SPSS descriptive statistics for the analysing the quantitative data and used exploratory content analysis for the qualitative data. The study findings revealed that the Saudi EFL teachers were not satisfied with the cultural content currently promoted in the Textbooks as they inappropriately contradict the local cultural values. Thus, they believe that for a better cultural content, the textbooks should therefore include a mixture of different cultures that do not mismatch with the local. And as they are controlled by some educational and social factors, they are limited to practice what they think is appropriate to apply in the classroom, therefore, their decision-making in this regards to some extent are to be controlled. In addition, the findings of the current study revealed that the Saudi EFL teachers show their openness to other cultures based on their glocal position as local Saudis teaching a global language. The conclusion of the study has some suggestion and implications to improve the cultural content of the EFL textbooks as well as implications for the EFL teachers in general and their practices and decision-making with regards to the textbook. Furthermore, the study proposed a model for the appropriate EFL textbooks for each educational level and can be applied locally in the Saudi context and globally for other similar context around the world.
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Figueroa, Daisy Mae. "Examining the Relationship Between Elementary School Teachers’ Multicultural Attitudes and Self-Efficacy for Teaching English Language Learners." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31870.
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An increase in English Language Learners (ELLs) in public schools across the nation is forcing stakeholders to reexamine how teachers are being prepared to effectively teach culturally and linguistically diverse students. It is unclear to what extent inservice teachers feel prepared to work with ELLs and what factors impact their feelings of preparedness. The purpose of this study was to examine the relationships between teachers’ self-efficacy for teaching ELLs, general teaching self-efficacy, and multicultural attitudes. The study also explored whether teachers’ self-efficacy for teaching ELLs could be explained by variables that include years of teaching experience, highest degree earned, perception of preparedness for teaching ELLs, and actual preparation for teaching ELLs.
Two hundred twenty-three elementary teachers working in the Clark County School District in Las Vegas, Nevada, participated in this study. Data was collected using an online survey, which included two validated surveys, the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Teacher Multicultural Attitude Survey (TMAS; Ponterotto, Baluch, Greig, & Rivera, 1998). A modified version of the TSES was included to measure teachers’ self-efficacy for teaching ELLs. Factor analysis was performed on the modified instrument. Three factors emerged from the factor analysis: self-efficacy in ELL classroom management, self-efficacy in ELL student motivation, and self-efficacy in ELL methods and strategies.
Factor analysis, structural equation modeling, and path analysis were used in data analysis. Teachers’ self-efficacy for teaching ELLs and general teaching self-efficacy were found to be strongly correlated. However, multicultural attitude was not found to moderate this correlation. Of the four demographic and background variables, only perception of preparedness for teaching ELLs was found to be a statistically significant predictor.
This study highlights important factors that need to be considered when preparing teachers to teach ELLs. The results of this study may help administrators understand how to prepare and support both preservice and inservice teachers to improve the learning outcomes for ELLs and, in turn, close the achievement gap between ELLs and their non-ELL counterparts.
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Seo, You-Mi Elena. "English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308255584.
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Nylén, Per. "Learning English with the use of ICT : An action research study on students' attitudes." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6006.
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The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions ICT as a tutor, ICT as a tool and ICT as an arena, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.
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Kulborg, Catarina. "English Errors in Swedish Upper Secondary School : A study of grammatical errors and errors as a result of transfer, produced by Swedish Upper secondary students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35199.
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This is a study that employs error analysis to investigate written production in English, by Swedish upper secondary learners of English, in order to determine which linguistic errors most commonly occur amongst this group, and to compare the results between first-year students and third-year students for a possible indication of which error types continue to occur throughout upper secondary school. The error categories included in this study are grammatical errors and errors as a result of transfer. The variable of gender will also be taken into account, due to the statistics and previous research that show female students tend to achieve higher results in academics. The purpose of the study is to gain a better understanding of how Swedish upper secondary learners acquire English, and to uncover which areas are most challenging for them, in the hopes of highlighting areas within ELT that may need revision. The participants of the study are students attending Swedish upper secondary schools, year 1 and 3. The analyzed data was collected from the Uppsala Learner English Corpus (ULEC), which consists of texts produced by Swedish learners of English attending middle school and upper secondary school. The results show that certain error categories and types are consistently challenging for both first-year students and third-year students, which provides an indication of which areas in ELT might be lacking. Within the grammatical error category, all groups demonstrated a significant lack of knowledge pertaining to subject-verb agreement, as well as prepositions, which are both to a certain degree attributed to the first language; meaning, they may be the result of transfer. The male students were shown to outperform the female students; however, the female third-year students produced fewer errors than their male counterparts, which suggests a faster progression. The male third-year students were shown to have the same error rate as the male first-year students, which suggests a slower progression. While the third-year students produced fewer errors overall, the error types they struggled the most with are the same error types most commonly occurring in the first-year group, suggesting pedagogical remediation is needed.
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Hoffman, Brooke Y. "THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/515176.
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Applied LinguisticsPh.D.
This dissertation examines the developing understandings of teacher candidates being prepared to teach ELs in general education PreK-12 classrooms. As the ethnic and linguistic diversity in U.S. classrooms continue to increase, it is crucial that teacher candidates receive high-quality, effective training in teaching culturally and linguistically diverse learners. Relatively few states currently require general education preservice teachers to participate in any formal training related to teaching ELs. The states that do have requirements and the teacher education programs within those states have the potential to provide valuable data on how the training being provided mediates the meaning making of teacher candidates preparing to enter the field of teaching. Conducted during the fall of 2016 and using survey data, class assignments, interviews, and fieldwork observations from 11 preservice teachers (eight early childhood majors; three secondary education majors), this study describes patterns in the ways that the teacher candidates made sense of artifacts (e.g., articles, experiences, interactions) available to them in a state-mandated undergraduate foundational course on teaching ELs and the accompanying fieldwork. The study uses sociocultural theory to explore how the teacher candidates use course and fieldwork artifacts to learn about ELs and about teaching ELs. By gathering data from early in the course through the end of the course, this study is able to describe the perspective transformation experienced by most of the focal participants, providing evidence of increased empathy, more nuanced beliefs, and new strategies for differentiating instruction for ELs. Despite having differing backgrounds (e.g., their race, language(s), hometown, crosscultural and crosslinguistic experiences), differing goals (e.g., their college major, anticipated areas of certification, preferred teaching position, preferred region or school district, perceived likelihood that they would teach ELs in the future), and differing orientations toward ELs at the beginning of the course (e.g., positive, ambivalent), the preservice teachers identified many of the same artifacts as mediating changes in their development. These artifacts fall into the broad categories of ELs’ stories and experiences, repeated interactions with ELs, and opportunities for application. This study suggests, therefore, that the efficacy of such courses may increase with the inclusion of the following artifacts: (a) stories, simulations, and videos from ELs’ perspectives; (b) a fieldwork component in which teacher candidates actively engage with ELs; and (c) opportunities for teacher candidates to put their developing cognition into practice through course assignments and teaching in the field. Finally, this study makes suggestions for studying the long-term study of teacher candidates’ ongoing development.
Temple University--Theses