scholarly journals Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Teaching And Learning ◽  
Resource Constrained ◽  
Gauteng Province ◽  
Global Migration ◽  
Developed Economies ◽  
Change Perceptions ◽  
Multilingual Classrooms ◽  
Effective Teaching And Learning ◽  
Multiple Languages

Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.

scholarly journals An Implementation of Subject Policy is a Key to Effective Teaching and Learning: A Case Study of Siswati Language

2020 ◽  
pp. 163-169
Author(s):  
Jozi Joseph Thwala
Keyword(s):  
Teaching And Learning ◽  
Research Administration ◽  
Theoretical Understanding ◽  
Teaching And Learning Research ◽  
The Subject ◽  
The Republic ◽  
Development And Management ◽  
Effective Teaching And Learning ◽  
Official Status

The objectives of this article are to set out the process and key areas for Siswati Subject Policy (SSP). Siswati is one of the languages in the Republic of South Africa that is granted the official status in terms of Section 6 of the Constitution. It is learned, taught and spoken at various provinces. The subject policy focuses on the development and management of the language from the theoretical understanding of its concepts to their practical stance. The policy is also expected to reinforce the government’s responsibilities of establishing the language infrastructures, providing equitable access to it and, enhancing language participation. The language subject policy covers all aspects of micro and macro linguistics, literature and onomastics. It covers teaching and learning, research, administration and community engagement. It is, however, more specific to focus on language in society and society in language, approaches and analytic strategies of the language as well as social interaction.  

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

T-Scan as a Patient Education Tool

2015 ◽  
pp. 672-704
Author(s):  
John R. Droter, DDS
Keyword(s):  
Patient Education ◽  
Teaching And Learning ◽  
Dental Health ◽  
Recorded Data ◽  
Scan Data ◽  
Education Tool ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The T-Scan is an effective patient education tool for illustrating existing occlusal pathology. It presents complex occlusal information in a visual format that is easily understood. The T-Scan applies to all stages of the teaching/learning process because its recorded data forms the framework upon which a doctor/patient discussion can begin regarding the patient's occlusal disease manifestations, the potential benefit of treatments, and the risks of not undergoing corrective treatment. When used as part of an educational strategy, the T-Scan can lead the patient to accept procedures that would benefit their long-term dental health. This chapter outlines the four stages of creating optimum dental health, the steps required to perform effective teaching and learning, the differing styles of teaching and learning utilized in educational forums, and how to best employ the technique of Feature, Function, and Benefit. A case study illustrates how T-Scan data can educate a patient about their own occlusal problems.

Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning

2018 ◽  
Vol 1 (2) ◽  
pp. 361-390 ◽  
Author(s):  
Vanessa Enríquez Raído
Keyword(s):  
Effective Teaching ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Motivation Theory ◽  
Teaching Portfolio ◽  
Teacher Professional ◽  
Effective Teaching And Learning ◽  
Reflexive Analysis

Abstract Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.

scholarly journals Instructional Leadership and Role of Module Leaders

2021 ◽  
pp. 105678792110423
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
Semistructured Interview ◽  
Health And Social Care ◽  
Research Findings ◽  
Effective Teaching And Learning ◽  
The Relationship

Leadership plays an important role in an educational establishment as they help to manage the day-to-day activities. Instructional leadership has always played a distinct role in higher education as the role of instructional leadership was always to influence on effective teaching and learning processes. The purpose of this research is intended to identify the role of instructional leadership, including the relationship between instructional leadership and the role of module leaders in higher education using their own institution as a case study. The author conducted a small scall semistructured interview where two programme leaders were selected from the School of Business and Health and Social Care and were approached directly by sending formal email and also over the phone and asked if they were willing to participate. Research findings suggest that instructional leadership enables the programme/module leaders to establish a shared belief around the learning and can improve the learner’s achievement.

scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

scholarly journals Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

2021 ◽  
Vol 20 ◽  
pp. 160940692110343
Author(s):  
Sameera Ayob ◽  
Margaret Funke Omidire
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Emotions ◽  
Data Gathering ◽  
Language Education ◽  
Subjective Experiences ◽  
Barriers To Learning ◽  
Education Policies ◽  
Multilingual Classrooms ◽  
Multiple Languages

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

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