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The role of English language in education
Importance of learning & teaching English easily
Importance of education in English
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The English language teaching and learning in Bangladesh historically has been based on traditional Grammar Translation approach and structural syllabus. The history of English language learning is very old, since the British colonial period English is taught as foreign language. It is also the second language but not officially recorded. So to determine the context McArthur (1996) locates Bangladesh in the ESL territories but again he says in Bangladesh English is neither a second language nor is if a foreign language. The present era of language teaching is very critical, in the light of the fact that there are two language mediums of students in Bangladesh have two standardized approaches; Bengali and English are taught simultaneously in primary school,
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Now the present scenario of Communicative Language Teaching is bringing developments among students of English; they lack of both competency and communication or use of language. In an analysis of the KBSM syllabus, for example, Ambigapathya (2002) reports that students are required to learn too many grammatical skills, which are then tested via examinations. The focus on mastering and rote learning of skills and applying them in examinations eventually eroded communicative competence - hence emerged a new class of students who could pass examinations and continue to the tertiary level without actually being able to use the English language productively in a communicative event (ibid). Furthermore, classroom teaching is highly characterized by teacher-centered approaches and chalk-and-talk drill method (Ministry of Education, 2003). The most popular teaching method, sadly, is drilling using past-year examination questions, work sheets and exercise books (Ambigapathy, 2002). To describe classroom activities regarding present language classes, Ambigapathy said, literacy is learnt as a set of skills and not as a social practice connected to
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
“A major problem world-wide in the field of language teaching is the popular belief that anyone who can speak a language can teach it. The fact is, however, that language teaching requires a special combination of knowledge and skills that is always hard to find, and finding teachers who have it should be the first concern of any good administration” (Eskey.1982 in Pennington, 1989). According to Aggarwal (1984:112-113), the Commission observes that “any method, good or bad links up the teacher and his pupils into an organic relationship with constant mutual interaction …..Every teacher and educationist knows that even the best curriculum and the most prefect syllabus remain dead unless quickened into life by the right methods of teaching by the right kind of teachers”. The government must therefore ensure the requirement for English teachers while appointing so that a specific ELT training is given to those teachers rather than a general
Grammar is a pivotal part of teaching and learning language in Bhutan. It is also the most difficult aspect of language to teach effectively and meaningfully. In the Bhutanese curriculum, teaching English grammar has always been a challenging issue and raised a big concern among the curriculum officials. As per a BCSEA analysis, every year the students fairly do well in English compared to other subjects, and it indicates the standard of English among students in Bhutan. Teaching learning English grammar in the classroom could be one of the reasons for the fair performances of the students. Besides, a few urban students, others hardly communicate in English in the schools. It is difficult to gain mastery over the language without constant
In recent years Odisha has become a hub of technical educational institutions. The focus in these institutions is the development of technical skills. However, it has also been observed that mere technical expertise does not ensure employability. Good communication skills are required to succeed in the profession. Hence, an attempt is being made to impart communication skills to technical students. The participation of students in English language classroom, however, is not very encouraging. There are various reasons for this, like low confidence level, stage fear, improper exposure to the target language, low enthusiasm level, and less practice of language skills etc. Moreover, most of the English language classrooms in this state are teacher-centered and the participation of the students in the classroom is very low. Reading text books and listening to lectures do not make learning meaningful. To overcome these difficulties, teachers can introduce various activity-based language learning like, Role plays, group discussions, simulations, language games and dramas etc. in the language classrooms. This study will examine the effectiveness of using one of the language learning activities like Role play as a tool to promote language development. There are many types of instructional techniques. The focus of this study is to understand to what extent role-plays help in promoting language development.
A careful section of texts and modes of instructions must be ensured so as to meet each age group’s requirements, be it the four aspects of language, i.e. listening, speaking, reading and writing, or creative and imaginative aspects as well. The role of teachers, technology and infrastructure is quite important in this regard. Also, languages are considered to be the means to inculcate values and ethics into the young minds. Already, some of the books from NCERT and CBSE have altered their policies and framework in favor of these ideas. The progress, however, seems to be slow especially in the higher rungs.
Malaysian schools are losing its competence in English language proficiency. The competitive in English proficiency means the ability of the student in comprehending and mastering English language’s literacy and oracy. School plays a vital in shaping students’ capability and ability in English. The standard of English in Malaysian schools is diminishing at its alarming stages because the critical level of deficiency among Malaysian students in English is high. According to ( Malaysia's English language crisis, 2013) sited that "When I first taught them, they could not even tell the difference between 'when' and 'what'," says by a teacher from The Straits Time. The problem occurred is the result of the level of proficiency of English is inadequate among the Malaysian school inculcating English environment can be overcome by the Malaysian school through implementation of various way of English approach towards to students.
English language study requires learners mastering several parts including phonology, grammar, vocabulary etc. Among them, grammar studying plays an increasingly vital role in English language learning in secondary school. Generally, the traditional way of teaching involves a teacher-commanding class which teacher spent half class on the certain grammar points and using exercises to evaluate whether students fully master them. However, the old approach usually results in a class s filled with bored and exhausted students who may give wonderful result in tests but failed in communicating events. Since language functions on communicating, new teaching method should consider this purpose more than in the old days.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
In learning language, there are five important components in learning include a teacher, students, materials, teaching methods and evaluation. A teacher plays role as the sender of knowledge or information, learners play role as a receiver of knowledge from the sender, material is the knowledge will be transferred to the learners, teaching method is teacher’s management strategy in delivering the idea, the general principles or pedagogy teacher applies in teaching while the evaluation is the activity to collect the data then make it getting
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
The present paper attempts to find out the importance English enjoys in India in the present scenario. It tries to examine the back drop in which English [just one of around 6000 languages of the world and 780 in India alone]1 assumes such a significant stature. It deals with the status of English at present: it is the generally accepted language of the graduates; it is the window of opportunities; it improves our languages; it acts as a link among various fields etc. Moreover it is a powerful integrating factor that has compensated for the great language divide existing in our country.
One of these problems is that learners in Turkey see learning language as if it is a needless activity. The work of Karahan (2007) shows that English learners do not recognize English language position and advantages in their daily life and they postpone learning English till adulthood by the time they are forced by professional requirements. In addition to this problem, English learners not only cannot encourage each other both also they criticise each other pitilessly -especially while they are speaking- with unsuitable ways which make learning difficult. Turning to Karahan (2007), one finds that it is peculiar that students cannot connive their mistake while speaking Engl...
It goes without saying that grammar teaching plays an essential role in teaching English as a Foreign Language (EFL). This opinion is based on the assumption that without a detailed knowledge of grammar, the language use will stall. Despite its importance, grammar teaching has gone through some debates for the decades. Before the 1970s, it was a common belief that grammar was a crucial part of the language teaching since no one would be able to reach the point where he/she communicates well without comprehending the grammatical rules of any language. This belief was then questioned by the conception that "knowledge of the grammatical system of the language was one of the main components which underlie the notion of communicative competence."