scholarly journals Language Education for Forced Migrants: Governance and Approach

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 74
Author(s):  
Chick ◽  
Hannagan-Lewis
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Policy And Practice ◽  
Policy Makers ◽  
Barriers To Education ◽  
Language Classes ◽  
Speakers Of Other Languages ◽  
And Migration

: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons’ Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.

scholarly journals PRESERVICE TEACHERS’ STRATEGIES TO NEGOTIATE ENGLISH TEACHING PRACTICES IN THE REMOTE AREA

LITERA ◽  
2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Febi Puspitasari ◽  
Joko Nurkamto ◽  
Diah Kristina
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Negotiation Process ◽  
Remote Area ◽  
English Language Education ◽  
Learning Groups ◽  
Remote Areas ◽  
Language Classes

Conditions and facilities of English language classes in the remote area encourage the negotiation of learning to solve problems. This narrative research aims to reveal strategies of pre-service teachers of the SM3T program in the process of the negotiation of English language learning. The study used diaries and interview transcripts from four teachers from Pidie Jaya and Sumba. The findings showthat teachers use interpersonal (IPS) and instructional (IS) strategies in the negotiation process. In Pidie Jaya, IPS strategies consist of the use of local languages and the help of local people. Meanwhile, IS strategies comprise learning groups and introduction to learning activities. In Sumba, teachers make language adjustment and establish rapport and informal communication as IPS strategies and they carry out buddy teaching and assign homework as IS strategies. This study contributes to the intercultural approach to designing English Language Education programs for remote areas. Keywords: EFL, remote areas, negotiation of learning STRATEGI GURU PRAJABATAN DALAM NEGOSIASI PEMBELAJARAN BAHASA INGGRIS DI DAERAH TERPENCIL Abstrak Kondisi dan fasilitas kelas Bahasa Inggris di daerah terpencil mendorong adanya negosiasi pembelajaran untuk menyelesaikan masalah. Penelitian naratif ini bertujuan untuk mengungkapkan strategi-strategi guru prajabatan program SM3T dalam proses negosiasi pembelajaran Bahasa Inggris. Studi ini menggunakan diary dan transkrip wawancara milik empat guru dari Pidie Jaya dan Sumba. Hasil penelitian menunjukkan bahwa guru menggunakan strategi Interpersonal (IPS) dan Instruksional (IS) dalam proses negosiasi. Di Pidie Jaya, IPS terdiri dari penggunaan bahasa lokal dan bantuan orang lokal. Sedangkan IS terdiri dari grup belajar dan pengenalan aktivitas-aktivitas pembelajaran. Di Sumba, guru melakukan penyesuaian bahasa dan membangun keakraban dan komunikasi informal sebagai IPS dan melakukan pengajaran dengan teman dan memberikan tugas rumah sebagai IS. Studi ini berkontribusi pada pendekatan antarkultur dalam merancang program Pendidikan Bahasa Inggris untuk daerah terpencil. Kata kunci: EFL, daerah terpencil, negosiasi pembelajaran

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

scholarly journals Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh

IIUC Studies ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 99-110
Author(s):  
Md Maksud Ali
Keyword(s):  
English Language ◽  
Literacy Practices ◽  
National Policy ◽  
Language Education ◽  
English Language Teaching ◽  
English Language Education ◽  
Policy Makers ◽  
Traditional Concept ◽  
Cultural Concepts ◽  
Speakers Of Other Languages

This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners. IIUC Studies Vol.14(2) December 2017: 99-110

scholarly journals Indoctrination and Islamization in Higher Secondary Curriculum in Pakistan: A Case Study of Sindh Textbook Board of Pakistan

2019 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Razia Kazim ◽  
Shabana Sartaj ◽  
Sadia Memon
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Language Skills ◽  
Active Agent ◽  
Critical Discourse ◽  
Modern World ◽  
Policy Makers ◽  
Language Textbooks

Language is a social phenomenon. It helps us to interact with the world around us. The prevailing content explores and emphasizes the idea of language as a significantly active agent which indoctrinates learners and excludes people from minorities through English Language textbook of Class 9 published by Sindh Textbook Board of Sindh, Pakistan. The study used Fair Clough’s model of CDA 1995 (Critical Discourse Analysis) as a tool to reveal the hidden ideologies behind the language used in the textbook. English, in Pakistan, is used as a language-learning subject in the context of L2. However, the language used in textbooks imposes certain ideological connotations in not only an implicit but also explicit manner. Rahman (2002).The language textbooks indoctrinate learners by propagating hidden agendas such as excessive promotion of Islamization and glorification of war and war heroes to name just a few. The study recommends language textbooks to focus on developing language skills and enlarging the lingual capabilities of the learners instead of selling indoctrination and constricting the critical abilities of the learners. In order to meet the needs of a modern world, balance curriculum contents should be designed for the learners. It is highly suggested to the designers and policy makers, to focus on language learning items and content, instead of content-oriented textbooks. The research will be beneficial in the domain of education and for fellow researchers as they would be able to discern in clear terms why indoctrination should be discouraged in the process of education; language should only be taught without distortion.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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