Relevant bibliographies by topics / English outside of the classroom

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English outside of the classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "English outside of the classroom"

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Gomes, Catherine. "Outside the Classroom." Journal of International Students 10, no. 4 (November 15, 2020): 934–53. http://dx.doi.org/10.32674/jis.v10i4.1277.

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International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
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Malcolm, Ian G. "Aboriginal English inside and outside the classroom." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 147–80. http://dx.doi.org/10.1075/aral.17.2.08mal.

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Abstract It is argued that Aboriginal children’s English is different inside and outside the classroom largely because characteristically, inside the classroom the Aboriginal children do not have the freedom to determine the discourse pattern which they have outside the classroom. This is illustrated on the basis of an analysis of five first person oral narratives of Aboriginal children of the Eastern Goldfields of Western Australia recorded outside the classroom, which are compared both with a first person oral narrative of a non-Aboriginal child and with teacher led interactions in the classes of which these children were members. The Aboriginal children’s discourse exhibits ‘tracking,’ a culture-specific way of organising narrative, which is widely exhibited in Aboriginal communities. It is implied that education of speakers of Aboriginal English needs to be sensitive to such discoursal features which are not shared by other English speakers.
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Tian, Lirong. "A Study on What English Teachers Should Do in the English Classroom." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 858–63. http://dx.doi.org/10.17507/tpls.1107.13.

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It has long been taken for granted that what should be done in the English classroom largely consists of the presentation of knowledge and language practice. However, this is a questionable assumption. The learning of language knowledge and skills can take place both in and outside the classroom. Language learning taking place in the classroom should not be confined to presentation and practice. The paper argues that whatever can be achieved by students themselves outside the classroom should not be done in the class and that classroom learning should make full use of the presence of the teacher and peer students. Interactive activities are preferable whenever possible.
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Sargsyan, Mane, and Anna Kurghinyan. "The use of English language outside the classroom." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 29–47. http://dx.doi.org/10.1515/jolace-2016-0003.

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Abstract This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students’ interests into the classroom.
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Carlet, Angélica, and Hanna Kivistö-de Souza. "Improving L2 pronunciation inside and outside the classroom." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 3 (September 3, 2018): 99–124. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99.

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Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.
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Sayer, P., and R. Ban. "Young EFL students' engagements with English outside the classroom." ELT Journal 68, no. 3 (June 12, 2014): 321–29. http://dx.doi.org/10.1093/elt/ccu013.

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Ahmed, Zhakaw H., and Wrya I. Ali. "Out-of-class English Practicing." Cihan University-Erbil Journal of Humanities and Social Sciences 5, no. 1 (January 20, 2021): 7–15. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp7-15.

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Research in Second/Foreign language learning indicates that using English outside of the classroom is an essential part of the language learning process. However, certain studies have been cared out on university-level EFL students indicate that students use English minimally when outside of the classroom. This study furthers the research on English use outside of the classroom to more fully understand out-of-d all types of language learners and the link between language proficiency and out-of-class English language use. For methodology, three private universities in Erbil are concerned. The tools that are used in this study is a questionnaire and also interview. Validity and reliabilities are regarded here. The aims are to investigate the use of of-out-of class activity type that promotes using English and even their attitudes toward the benefits of using English outside of class. Research explores some recommendations to English language departments in the three universities which are helpful for the students’ language proficiency, the research also provides some suggestions for further studies.
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Ceriyantina, Dian Tri. "The Politeness of English Teacher's Utterances Inside and Outside Classroom." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 143–51. http://dx.doi.org/10.15294/elt.v8i2.31809.

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ABSTRACT Ceriyantina,D.T. The Politeness of Teacher’s Utterance Inside and Outside The Learning Process. Final Project. English Department, Faculty of Language and Arts, Semarang State University. Advisor: Dr. Hendi Pratama,M.A Keyword: Politeness, Utterance, Pragmatic, Teacher. This study is about politeness of the teacher’s utterance entitled: The Politeness of Teacher’s Utterances Inside and Outside The Learning Process. The aim of this study is to find out the strategy and the dominant maxim of politeness that used by teacher inside and outside the learning process. This study was a descriptive qualitative study to describe the result of the analyzing of teacher’s utterance. I used teacher’s utterance inside and outside the learnig process as the object of the study. In collecting data, i record the teacher’s utterance inside the learning process then transcript the result of the record. After that, the data will be analyzed with the type of pooliteness and clasified into the maxim of politeness. The result of the analyze teacher’s utterance inside the learning process contain pf 73 utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that seven maxims of politeness used by English teacher inside the learning process. The maxims that used are Tact with percentage 47,95%, Obligation S to O with percentage 27,29%, Generosity with percentage 17,80%, Approbation with percentage 2,74%, Modesty with percentage 1,37%, Obligation O to S with percentage 1,37%, Sympathy with percentage 1,37%. Meanwhile, the result of the analyze teacher’s utterance outside the learning process contain of 20 utterance with five maxims, the maxim that used are Tact with percentage 50%, Generosity with percentage 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation os S to O with percentage 10%. Based on the result of the procedure, the writer cab conclude that the dominant type of the maxim that used by English teacher inside and outside the learning process. The writer also use analysis method to analyze the data so that can be found the reason of the classification result.
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Yabukoshi, Tomoko, and Kazue Kato. "Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom." Language Teacher 41, no. 5 (September 1, 2017): 3. http://dx.doi.org/10.37546/jalttlt41.5-1.

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This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。
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Raluy Alonso, Ángel. "Building Partnerships and Fostering Activities to Promote English Outside the Classroom." Revista Alicantina de Estudios Ingleses, no. 25 (November 15, 2012): 375. http://dx.doi.org/10.14198/raei.2012.25.25.

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Becoming proficient in at least one foreign language is a target for educational authorities throughout Europe. The question is how we can improve our students’ command of English without increasing the workload on teachers and without much funding. In El Prat de Llobregat, a city located in the vicinity of Barcelona, we have addressed that issue by creating a group of teachers, educational advisors and city council administrators, who have been acting in a coordinated way to enhance English language exposure beyond the classroom. Our interest in promoting English stems from our location: our municipality is situated next to an international airport where finding a job is bound to be dependent on English fluency. We aim to show that, through a network of members at school and administrative levels, an array of meaningful and empowering initiatives can be implemented in a city where resources are scarce and cultural backgrounds diverse.
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Dissertations / Theses on the topic "English outside of the classroom"

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MacLeod, Fraser, and Pia Larsson. "Exposure to English outside the Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31838.

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This study attempts to outline the exposure to English language students between the ages of 14 and 16 experience in Swedish schools. Due to the relatively small scope of our study we have limited our parameters and concentrated on two schools with predominantly Swedish pupils. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom.We used a survey to get an overview of our topic and to help us establish patterns and trends of English language exposure amongst our target students. In order to further analyze our topic we conducted two group interviews.Our research shows that English has a great influence on Swedish children though perhaps not as much as we had first anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It is also noted that while different types of English media is in fact utilized in the classroom, it may not be relevant or interesting to the students.
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Elizabeth, Medeiros Eileen. "Public writing inside and outside the classroom : a comparative analysis of activist rhetorics /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3298371.

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Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.

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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.
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Shvidko, Elena Vladimirovna. "Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3115.

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The purposes of this study were to 1) explore student attitudes toward the English-only environment in an intensive English program, and 2) find factors that either promote or inhibit students' desire to use English in their communication with compatriots in school. Qualitative research methods employed were a) a student questionnaire (with a total of 158 participants), b) semi-structured interviews with students (total 6 participants), and c) four student focus groups (with a total of 62 participants). The study was conducted at the English Language Center (ELC) at Brigham Young University. The participants were students of four native language groups (Spanish, Korean, Portuguese, Chinese) and varied levels of proficiency. The findings indicate that the majority of the students acknowledged the helpfulness of the English-only environment at the ELC, but recognized some factors that prevented them from speaking only English in the school building. These factors were grouped into five categories: sociocultural, linguistic, individual, psychological, and institutional. The sociocultural factors included peer pressure, fear of negative evaluation by compatriots, cultural communication patterns, maintaining friendship with compatriots, and need for cultural bonding. The linguistic factors included low language proficiency, difficulty in understanding teachers' assignments, translating habits, and linguistic differences between English and students' L1. The category of the individual factors consisted of the intensity of motivation and personality type. Lack of confidence, stress from speaking English, and fear of having a different personality when speaking English were categorized as psychological factors. Finally, the institutional category included physical factors (number of students of the same L1 in school/class, distance from the university campus), teacher factors (teachers' ability to motivate students, other teachers' characteristics [being sensitive to students' cultures, understanding students' individual circumstances, the ability to establish a rapport with students]), and curricular and administrative factors (poor enforcement of the English-only rule, weaknesses of speaking classes, lack of activities that promote interaction with students from other countries). This study provides a deep understanding of the reasons why many students speak their native language once they leave the English classroom. Based on these findings, recommendations regarding the development and modification of curricula in order to improve the language-learning environment at English institutions are offered to classroom teachers and program administrators.
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Sjödin, Öberg Sanna. "Bringing the outside to the inside : Incorporating pupil’s knowledge of extramural English in teaching English to young learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30745.

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In Sweden today, the English language is a part of our everyday lives. This means that from very young ages, children encounter the language in many different ways, media being one of the most common. This thesis aims to research if and how teachers in F-3 include this type of English in their teaching of English as a foreign language (EFL). In particular, the focus is to gain knowledge of how music/songs are being used in the classroom, and if the teachers incorporate the music that the pupils listen to in their spare time when working with music/songs. Their attitudes towards doing this is what this thesis is interested in. An empirical study was carried out with the use of interviews as data collecting method. A total of six lower primary school teachers (grades 1-3) spread out geographically in Sweden were interviewed. The results show that teachers report that they are aware of the many places where pupils encounter English, but only one of the teachers incorporate this in teaching EFL. However, the others do seem positive towards working with this and they mention many benefits in doing so. When it comes to music and songs, all teachers work with this in the subject, but once again five out of six do not include the songs that the pupils listen to, except when they in some cases pick something up in the moment. Again, even though some difficulties are mentioned, they seem positive towards this and they believe there is a possibility in including this in their teaching of EFL. However, as seen in the conclusion, time seems to be a big issue for doing so.

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Österlund, Maria. "Extramural English : A study of Swedish upper secondary school students’ contacts with English outside of school and their attitudes towards English in relation to their English proficiency." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32608.

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The aim of this paper was to look at a group of Swedish upper secondary school students’ extramural English activities in comparison to their final grades and their grades on the National Test in English level 5. The aim was also to see what role motivation could potentially play. The method was of a mixed nature with both questionnaires and interviews. The results show tendencies, in accordance with previous research, that there is a correlation between the students’ grades and their extramural English activities. The results also show that attitudes towards English are in correlation with both extramural English and the students’ grades.
Syftet med denna studie var att undersöka en grupp svenska gymnasieelevers kontakt med engelska utanför skolan i relation till deras slutbetyg och deras betyg från nationella proven från engelska nivå 5. Syftet var också att undersöka elevernas attityder till och motivation för det engelska språket. Både en kvantitativ metod i form av ett frågeformulär och en kvalitativ metod i form av intervjuer användes. Resultaten visar, i linje med tidigare forskning, att det finns ett samband mellan studenternas betyg och kontakt med engelska utanför skolan. Resultaten visar också att attityder till det engelska språket har ett samband både med studenternas kontakt med engelska utanför skolan och deras betyg.
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Steyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.

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The aim of this study is to investigate Swedish senior high school students’ Extramural English (EE) activities and their beliefs about learning English inside and outside of the classroom. EE is defined as English language activities that learners are engaged in outside the classroom, and includes activities such as listening to music, reading, writing, speaking, surfing the Internet, playing computer games, watching TV, YouTube and movies (Sundqvist, 2009, p. 1). The study also investigated possible gender differences related to students’ reported EE activities, and their reported attitudes about English. This study is based on questionnaire data. Twenty students participated in this study. 9 of 10 participants indicated that they believed that they are learning most of the English they know outside of school by daily contact with popular EE activities such as listening to music, followed by surfing the Internet, reading, watching YouTube, watching TV, playing computer games, writing, speaking and lastly watching movies. Boys reported a greater exposure to EE overall compared to the girls, more specifically, in their contact with music, computer games and writing and speaking in an EE context. Most of the students reported positive attitudes to English both inside and outside the classroom, but overall students reported more positive attitudes to the English that they use in their free time. The study has found no strong gender differences concerning students’ attitudes to learning English.
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Elisson, Dennis. "Extramural English in the First Grade." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24840.

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Today’s primary school pupils encounter English in a wide variety of ways through the use of various forms of media. This thesis aims to research how the very youngest pupils in the Swedish primary school encounter the English language in their time outside of school and whether or not it has any impact on how they relate to the subject in school. Teachers’ views on their pupils’ habits will also be compared, as well as whether they see encounters outside the classroom as having any visible effects on the pupils. Through the use of interviews with both seven- to eight-year-old pupils and teachers, it was possible to find common forms of extramural English (EE) among the pupils, but little evidence it contributed to their views on English at school. Teachers were largely aware of their pupils’ interests and were positive towards using EE content in class, but did not feel it was possible to do so.

Engelska

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Elisson, Dennis. "Extramural English Activities among Younger EFL Learners : A Literature Study on the Forms and Potential Benefits of Extramural English among Young EFL Learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24284.

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Children today encounter the English language on a wide scale, even outside the school walls. As they are exposed to various forms of English language input, they inevitably pick up a certain level of proficiency, which they can later use on their own. This study aims to more precisely research through which mediums English learners in primary school worldwide tend to encounter English the most, as well as how engaging in English activities outside the classroom might affect their English proficiency. By studying prior research on the subject through content analysis, it was found that, while there are some regional differences in terms of prevalence, children mainly encounter English through television, music, and computer games. It was also found that many children who had never before received any English training still possessed a level of English proficiency. These findings shed light on the importance of input for language acquisition as well as how children’s extramural interests can be of importance in the classroom setting.
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Books on the topic "English outside of the classroom"

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The Creative Classroom: Teaching Languages Outside the Box. Toronto: Lynx Publishing, 2007.

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Haenlein, Charlotte. Linking the ESOL classroom with the outside world: An exploration of using learners' personal experiences of speaking English outside class as a medium for classroom learning and interaction. Oxford: Oxford Brookes University, 1997.

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Association, Geographical. Geography outside the classroom: Guidelines for geographical work outside the classroom. Sheffield: The Association, 1990.

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Learning outside the primary classroom. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Braund, Martin, and Michael Reiss, eds. Learning Science Outside the Classroom. Abingdon, UK: Taylor & Francis, 2004. http://dx.doi.org/10.4324/9780203474044.

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Green, Fiona J., and Deborah Lea Byrd. Maternal pedagogies: In and outside the classroom. Bradford, ON: Demeter Press, 2011.

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Tsai, Yau. Becoming intercultural: Inside and outside the classroom. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Scannell, James J. Shaping the college experience outside the classroom. Rochester: University of Rochester Press, 1996.

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Baer, John, and James C. Kaufman, eds. Being Creative Inside and Outside the Classroom. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-840-7.

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Trust, Surrey Wildlife. Ideas for teaching in the outside classroom. Epsom: Surrey Wildlife Trust, 1996.

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Book chapters on the topic "English outside of the classroom"

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Williams, Clay H. "English Outside of the Classroom." In Teaching English in East Asia, 167–84. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3807-5_8.

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Sayer, Peter, and Ruth Ban. "Research on learning English outside the classroom." In The Routledge Handbook of Teaching English to Young Learners, 441–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-28.

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Kangalawe, Hezron Romanus. "“There is no english outside the classroom”." In Education, Communication and Democracy in Africa, 96–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125440-8.

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Chang, Anna C. S. "Teaching L2 Listening: In and Outside the Classroom." In English Language Teaching Today, 111–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_9.

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Blaj-Ward, Lia. "Researching the HE Context Outside the EAP Classroom." In Researching Contexts, Practices and Pedagogies in English for Academic Purposes, 20–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137331878_2.

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Henderson, Alice, Lesley Curnick, Dan Frost, Alexander Kautzsch, Anastazija Kirkova-Naskova, David Levey, Elina Tergujeff, and Ewa Waniek-Klimczak. "The English Pronunciation Teaching in Europe Survey: Factors inside and outside the Classroom." In Investigating English Pronunciation, 260–91. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509437_12.

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McPherron, Paul. "“My Name is Money”: English Names and Creative Play Inside and Outside the Classroom." In Internationalizing Teaching, Localizing Learning, 103–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51954-2_4.

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Muckle, James. "Outside the Classroom." In Portrait of a Soviet School under Glasnost, 145–54. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21077-0_11.

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Morris-Adams, Muna. "Going Outside the Classroom." In Professional Encounters in TESOL, 105–22. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594173_7.

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Stehlik, Thomas. "Thinking Outside the Classroom." In Educational Philosophy for 21st Century Teachers, 233–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75969-2_11.

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Conference papers on the topic "English outside of the classroom"

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Kupferman, Anat Shoseyov. "Extramural Practice In Efl A Method For Practicing English Outside The Classroom." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.3.

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AVCI VILE, Deniz Ezgi. "Short Story in an ESL Freshman English Course: Bridging the Gap between language and literature." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4960.

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In recent years, the place of literature in language teaching has regained its impetus and the prominent role it plays in promoting linguistic, cultural, intellectual and academic benefits has been acknowledged. Nevertheless, the place of literature in language teaching context in Turkey is still approached to be an outside source to be assigned as extensive reading rather than to be a classroom worthy material to be utilized in class. This article describes a literature lesson at a Freshman Englih level and outlines the steps to be taken to implement language based activities to promote ‘language awareness’ and to foster ‘meaning construction’ and ‘cultural awareness’ in a process based classroom setting. The steps also show that ESL Freshman students have much to gain from literature when the text is explored through language based activities without losing the literary nature of literature.Keywords: literature; short story; esl; once upon a time; freshman English; turkey
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Trinki, Mirna, and Stela Letica Krevelj. "Multilingualism in English language classrooms in Croatia: can we think outside the box?" In University of Zagreb Round Table 2018. Filozofski fakultet u Zagrebu, FF-Press, 2020. http://dx.doi.org/10.17234/uzrt.2018.7.

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Vargas-Caicedo, Estefania, and Ana Guaman-Tumbaco. "THE USE OF A FREE GAME APP TO PRACTICE ENGLISH OUTSIDE THE CLASSROOM IN A PUBLIC UNIVERSITY IN ECUADOR DUE TO A LACK OF TECHNOLOGICAL CLASSROOM RESOURCES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1080.

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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez, and José Salvador Vicente Antón. "Flipped classroom and ICTs as the tools to reach key competences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.

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The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competences in two environments: students using English as foreign/second-language and students using Spanish as first language.The key competences will be developed through 5 e-learning activities. The students, outside of the classroom, will perform the tasks using ICTs and afterwards delivering the competence evidence. Once in classroom, the students should make a presentation of their work and open discussion will be performed.The teacher based on the indicators of achievement and competence evidence will be able to assess the grade of fulfillment of the key competence. Finally, the effectiveness of the teaching project will be evaluated making the comparison between the competence achievement before and after teaching programme implantation.
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Yi, Gabby, David Kaeli, and Ellen Duwart. "Learning outside of the classroom." In the 2000 workshop. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/1275240.1275257.

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Nichols, Ron, and Carol Anderer. "Using video podcasts outside the classroom." In the 35th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1294046.1294111.

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Layfield, Colin. "FACEBOOK USAGE OUTSIDE OF THE CLASSROOM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1122.

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Layfield, Colin. "TWITTER USAGE OUTSIDE OF THE CLASSROOM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1349.

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Belkhouche, Boumediene, Heba Ismail, and Fatmah Ramsi. "A Model to Support Outside Classroom Learning." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725153.

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Reports on the topic "English outside of the classroom"

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Katayama, Akemi. Correction of Classroom Oral Errors: Preferences among University Students of English in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7155.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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Knight, Tracey. Beyond the classroom walls : a study of out-of-class English use by adult community college ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5933.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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