This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is... more
This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .
This paper discusses sequenced materials development for content/language integrated learning (CLIL) in a team-taught Content/English introductory philosophy class at Miyazaki International College (MIC), Japan. A short introduction... more
This paper discusses sequenced materials development for content/language integrated learning (CLIL) in a team-taught Content/English introductory philosophy class at Miyazaki International College (MIC), Japan. A short introduction situates the authors’ particular CLIL approach, one developed for an English as a Second Language (ESL) environment in a Japanese liberal arts college. They then offer a template for a sequence of language exercises that are adaptable to a variety of discipline-specific content texts and lectures of varying degrees of language difficulty. The approach can be used in team-taught or solo-taught courses. The authors also reflect on implementing their materials in an active-learning classroom to enhance the CLIL advantages.
Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed... more
Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.
A foreign language (FL) translation class should be invested in teaching translation as well as pragmatic competence including culture. The current study has suggested a multilayered method of teaching idioms and culture in FL translation... more
A foreign language (FL) translation class should be invested in teaching translation as well as pragmatic competence including culture. The current study has suggested a multilayered method of teaching idioms and culture in FL translation class to provide learners with the required background to communicate successfully. Idioms are one of the important aspects to achieve a successful communication in L2, because it is cultural-oriented, need different methods of translation, and enrich the pragmatic competence of L2 learners. This study has suggested a comparative method in FL translation class to achieve the previous aims. The comparison between the idiomatic expression of L1 (Arabic) and L2 (English) has revealed interesting subclasses of comparison based on cultures, which also indicate the different translation tactics in translating English idioms into Arabic. The subclasses are cultural-identical idioms, cultural-semi-identical idioms, cultural-equivalent idioms, and cultural-specific idioms.
The purpose of the symposium is to give teachers of English to young learners the opportunity to share experiences and perspectives. The symposium will feature a keynote talk and a series of parallel workshops which will engage... more
The purpose of the symposium is to give teachers of English to young learners the opportunity to share experiences and perspectives. The symposium will feature a keynote talk and a series of parallel workshops which will engage participants with current theories, methods, and issues in Teaching English to Young Learners (TEYL). In-service teachers will also be invited to participate in a judged poster competition during which they can exhibit a method, a lesson plan, or a learning activity they have developed to deal with a specific challenge they routinely face in the classroom. The event will conclude with a roundtable discussion and award ceremony for poster presentations.
Workshops by: Valentina Bamber (UNIBZ); Fabio Galvanini (CUP); Sue Garton (Aston University); Francesca Gatti (British Council); Lynn Mastellotto (UNIBZ); and Vicky Taylor (British Council).
This study aimed to investigate the perceived efficacy and willingness levels of prospective classroom teachers to teach English at the primary level. The study was designed as a baseline descriptive survey, followed by complementary... more
This study aimed to investigate the perceived efficacy and willingness levels of prospective classroom teachers to teach English at the primary level. The study was designed as a baseline descriptive survey, followed by complementary correlational and ex post facto models. Participants were 251 prospective classroom teachers. Data was collected with " The Perceived Efficacy and Willingness Scales for Teaching Young Learners English. " Prospective classroom teachers, particularly females, were found willing to teach young learners English as a Foreign Language (EFL). However, participants, particularly males, perceived themselves as ineffective at performing critical classroom activities for teaching English. Freshmen felt more effective than seniors at teaching young learners EFL. Also prospective classroom teachers of all grades from 1 st to 4 th years were similarly willing to teach young learners English. Path analysis revealed significant positive associations among perceived efficacy (PE), willingness (WILL), and perceived level of English proficiency (PEP). PEP was found directly responsible for about half (R2 = .48) the variance in PE. PEP indirectly and positively affected WILL through PE's full mediation effect. Lastly, PE directly and positively predicted WILL, with an R2 of 0.16.
This article states the Communicative Language Teaching (CLT). Furthermore, we studied the way; students learn a foreign language and also its impact on a class motivation. Initially, it is studied the literature regarding the Method of... more
This article states the Communicative Language Teaching (CLT). Furthermore, we studied the way; students learn a foreign language and also its impact on a class motivation. Initially, it is studied the literature regarding the Method of Communication and its advantages compared to other methods. Moreover, it was conducted a research by observing some of the schools in urban and rural areas, to see how this method is implemented in our schools. At the same time conducting a research that included in itself a motivation questionnaire in a teaching/class situation, in order to see which method was more effective in motivating students of English Language Teaching.
Este artigo discute os resultados de uma pesquisa, que assumiu como objeto de estudo o ensino de língua inglesa nas escolas de tempo integral da rede pública de ensino do Estado de São Paulo. Os objetivos foram: entender como acontece... more
Este artigo discute os resultados de uma pesquisa, que assumiu como objeto de estudo o ensino de língua inglesa nas escolas de tempo integral da rede pública de ensino do Estado de São Paulo. Os objetivos foram: entender como acontece esse ensino e as políticas públicas que o orientam; discutir a possibilidade de inclusão da língua inglesa nos anos iniciais do ensino fundamental e verificar as condições necessárias para que o ensino da língua estrangeira promova a equidade social. Para alcançar tais objetivos, foi realizada uma revisão de literatura, complemen-tada por entrevista semiestruturada com docentes que atuam nessa área. Os dados da pesquisa revelam que o ensino da língua inglesa desperta grande interesse nos alunos dos anos iniciais. No entanto, foram evidenciados alguns fatores que não contribuem para que o ensino de línguas seja efetivo, por exemplo, a falta de re-cursos didáticos e a falta de formação para os professores. Palavras-chave: ensino, escola pública, língua estrangeira. This article discusses the results of a survey that took over as the object of study English-language teaching in all-day state public schools of São Paulo. The aim were to understand how this teaching has been developed and public policies and laws that guide; discuss the possibilities of inclusion of foreign language in the early years of elementary school and check the necessary conditions for the foreign language teaching promotes social equity. To achieve the objectives a literature review was made complemented by semi-structured interviews with teachers working in these schools. The survey data reveal that the teaching of English promotes great interest in students of the early years. However, were evidenced some factors that do not contribute to the effective language learning, for example, the lack of teaching resources and the lack of continuing formation for teachers.
Do something what students like means that given freedom to them in learning of English. By doing what students like, it will give easiness ways to students to learn English easily. This article will describe the ways that can students do... more
Do something what students like means that given freedom to them in learning of English. By doing what students like, it will give easiness ways to students to learn English easily. This article will describe the ways that can students do to learn English easily by doing what they like to do. Moreover, this article will explain why the ways are easy to use in learning English. Learning English is not something difficult for students, but not for all of students. A few of them still consider that English is difficult to learn. Whereas, students have been getting English lessons since they were in Elementary School. Even though unconsciously they have found and many ways in learning English easily such as by singing English song, by watching movie, by utilizing
