1.1. Teaching English as a Foreign Language (TEFL) A teacher has duties to transferring knowledge to their students in the learning process. The duties including preparing lessons according to agreed curricula in the state, giving lessons, evaluating and assessing students’ development. As Celik (2011) in Australian institute for Teaching and School Leadership (AITSL) claimed that there are seven standards of effective teacher editors. Know the students and know how they learn, know the contents
toward languages other than mine have been shaped by being a English Language Learner teacher. This year there are twenty-seven different languages spoken in my school, many I have not heard of until recently. Growing up I was not exposed to other languages at all. I lived in a predominately Caucasian area of rural Pennsylvania. I did not have experiences with people of different races or languages. Where I live and work now is a stark contrast to my original experiences. When I began teaching at a
objective of English language teaching in non-English speaking countries is students’ proficiency in target language, the background of teachers as native or non-native English speakers is one of major concerns. There is always a heated debate whether a native or a non-native English speaking teacher is the ideal one in teaching the target language. According to Medyes (2001 cited in Yeh and Wang, 2009, p. 94-95), a Native English Speaking Teachers (NEST) is an English teacher who speaks the language as a
effectively teach English as a foreign language. Many educators have different opinions about which methods and approaches are most effective when teaching English as a foreign language. John Rassias, an American professor who developed a new method for the teaching of foreign languages, is an individual I greatly admire as he implements a theatrical and immersive approach to teaching English as a foreign language. He explains that to teach English effectively as a foreign language, one must understand
study of English by people who live in places in which English is not used as a means of first language communication”. By this, English is a study for society where English as their foreign language and it does not require them to speak along with English as their daily communication. A similar definition is expressed by Harmer (2007) who defines EFL as the teaching of English where the students are studying English in their own country or are engaged in short courses conducted in English-speaking
Functions of English in a globalised society Over the last few decades the functional range of English has spread tremendously, affecting various domains in a worldwide context. It enables interaction for many sectors including technology, science, business, media, politics, and international organisations. English teaching in the classroom is becoming more widespread because English in the workplace is becoming more widespread. Management, IT, industry and tourism are all examples of professional
of learning a foreign language is affected different factors such as ideas; purposes, culture etc. according to Dogancay-Aktuna and Kızıltepe (2005) these factors include that “attitudes of Turkish students towards the British and Americans, motivational intensity, interest in foreign languages in general, attitudes towards learning English, instrumental and integrative orientation, English class anxiety, family encouragement, and feelings towards the English teacher and the English course.”(p. 259)
1. Introduction Nowadays English an international language plays a more and more important role in the world. China wants to communicate well with the outside world and CEnglish has become the most useful instrument. The Ministry of Education has made the policy on English teaching in the primary school. Their reason is that English should be taught as early as possible. It's true that we need more people who can speak good English and communicate with other countries so as to bring economic
United States towards foreign languages has long been a complicated process. The nation was founded by polyglot immigrants and welcomed, to varying degrees, many subsequent waves of immigrants speaking languages familiar and foreign. Most immigrants learned English and despite efforts to maintain their mother tongue, the “permissiveness and apathy” of American society towards second languages allowed the gradual erosion of many mother tongues. English, although the common language in schools, the courts
the craze for English has swept in India and the English language sweeps away even into the rural lands. Irrespective of religion, color, caste, creed, etc. there is great expectation by the people from their children to speak good English at the primary level there is a need and pressure in the present scenario to make the best out of the lot in the competing environment to learn English both as a second language and a foreign language. Whatever the age, or level, learning English has become a necessity
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
often said that you cannot teach an old dog new tricks. This proverb may in fact be true when learning a second language. The implication is that there is a critical period for learning a second language. Unfortunately, many elementary schools in the United States do not offer foreign language classes, missing the opportunity to learn a new language while still young. By learning a new language early on, students may increase their chances of success in higher education and mental capabilities all while
efficiency of student learning and promote students ' quality of learning. With the increasing number of CL theory, research and practice, a series of positive results, CL has been widely used in the world. Although cooperative learning is encouraged in teaching, the research on this is still limited and the effect is not ideal either (Mick & Don, 2002). And, whether the CL practice is beneficial in ESL classrooms, especially in Chinese classrooms is a topic. Nowadays, Cooperative Learning has been applied
proficient language plan, which will aid students in growing up to become the leaders of America. Although plans such as these can be pricey, they are most certainly worth it. Other countries will soon overtake America’s economy at the rate things are going. Foreign countries already have a head start in language education. To bring our economy back to normal, we need educated, multi-lingual, business-minded people to handle out economy exports. Our nation needs a program that will begin teaching students
Language Tension between Countries and Culture “Language is power” (LaForest 205). A power that can change throughout time using people and communication. Language helps communicate with other people. Lately, different countries have been learning English to help communicate with one another. As a result, English classes were created. However, is English the way to go? What are the effects of learning English or will English cause tension with other languages? In the article ‘The Church of Please
essay, I set the English as a foreign language (EFL) context with a group of Chinese middle school students aged from fifteen to eighteen who mostly have an intermediate level of English proficiency. The majority of these students maintain passive attitudes towards language education, reflecting an unwillingness of acquiring English knowledge. The reason why they study like 'puppets ' throughout the learning process is mainly the pressure from the Chinese society. In general, english is often assessed
Teaching English to children has become a worldwide phenomenon due to the international expansion of English teaching combined with general commitment of governments worldwide to reduce the starting age of learning English and include it in the curriculum in the primary school (Pinter, 2006, p.3). As English has become the common language in the world, it has also become one of the components of primary and even pre-school education in the English as a Foreign Language teaching contexts. In teaching
national language and lingua franca of Saudi Arabia. It is widely used, both formally and informally, for inter-personal communication. English is the medium of instruction in many higher educational institutions in Saudi Arabia, like medical and technical Education colleges. This change in the medium puts a strain on the students. As a result, many of them rush to language teaching institutes to learn to cope with the new medium in tertiary education. Many students, it is observed, watch English movies
Of Language and Learning: Teaching English in the Land of the Rising Sun Language. It is a sign of who we are and where we come from. As language defines us, so does it unite us, but it can also impose barriers that drive us apart. As our society aggressively pursues globalization, individuals who maintain cultural sensitivity and strive for effective communication despite language barriers will be an increasingly important commodity; individuals who can also pass the gift of adept communication
INNOVATIONS IN ENGLISH LANGUAGE TEACHING – BRIDGING THE GAP BETWEEN THEORY AND PRACTICE I. Introduction Education is an engine for the growth and progress of any society. It not only imparts knowledge, skills and inculcates values, but is also responsible for building human capital which breeds, drives and sets technological innovation and economic growth. English, the official language of the entire world is a very tricky language to teach. In fact every language varies to teach. English is a very