scholarly journals Evaluasi Cambridge International Primary Program Siswa SD Al-Azhar pada Mata Pelajaran ’English Language’

2015 ◽  
Vol 2 (3) ◽  
pp. 218
Author(s):  
Ria Herwandar ◽  
Denny Azhari Safryono
Keyword(s):  
Second Language ◽  
Primary School ◽  
Elementary Students ◽  
English Language ◽  
Primary Program

<p><em>Abst</em><em>rak </em><em>–</em><strong> </strong><strong>Analisi</strong><strong>s materi ujian bahasa Inggris <em>Cambridge Primary Checkpoint</em> merupakan bagian dari penelitian Evaluasi <em>Cambridge International Primary Program</em> siswa SD Al-Azhar pada mata pelajaran “<em>English Language</em>. Peneliti ingin membuktikan bahwa teori pemerolehan bahasa ke dua pada anak usia dini dapat dibuktikan melalui hasil capaian ujian yang dikelola oleh Cambridge. Terbukti bahwa anak (usia 12-130) mampu menguasai bahasa ke dua dengan baik apabila dilaksanakan dengan benar.</strong></p><p><strong> </strong></p><p><em>Abst</em><em>r</em><em>act</em><em> </em><em>–</em><strong> </strong><strong>The analysis of English Examination of <em>Cambridge Primary Checkpoint</em> has been a part of the research with the title “Evaluation of <em>Cambridge International Primary Program</em> of elementary students of Al-Azhar on ‘English language’”. The researcher wishes to identify that the theory of second language aquisation on children has been proved adequately through the analyses of examination results which has been conducted in Al-Azhar primary school. It is identified that children (age 12-13) are capable of mstering other language when it is given in the proper manner.</strong></p><p><strong> </strong></p><p><strong><em>Keywords </em></strong><em>– </em><em>Cambridge Primary Checkpoint, reading, writing ,usage and evaluation</em><strong><em></em></strong></p>

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY

2020 ◽  
Vol 1 (191) ◽  
pp. 246-249
Author(s):  
Marianna Chevelіuk ◽  
◽  
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Spoken Language ◽  
Independent Learning ◽  
Gifted Children ◽  
Reading And Writing

In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.

scholarly journals English Language Teaching At The Primary Level: Foundations For Bilingualism Or Not?

2011 ◽  
Vol 7 (4) ◽  
pp. 33-38 ◽  
Author(s):  
Rachel Lalitha Eapen
Keyword(s):  
Second Language ◽  
Primary School ◽  
English Language ◽  
Classroom Teacher ◽  
English Language Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
The People ◽  
Constructivist Perspective

In countries where English is a second language, there has been a movement over the last 60 years from supporting indigenous languages over foreign language English - to the present one where, with globalization and market demands, English is beginning to be seen as an indigenous language in itself. The teaching of English from Grade 1 about five years ago points to this change in India. The consequences of such a shift for language acquisition at the primary level is a matter of concern, however, when English is not the first or second language of the people, but is the medium of education, and when the average classroom teacher at the primary level is inadequately prepared for the task. The gaps in the teacher's preparation and the coping strategies she employs are discussed in this paper in order to identify teacher resistances to new books and methodologies. Resistances can be seen to serve as areas for growth according to the constructivist perspective of a Bakhtinian dialogue and a collective articulation of a ZPD, described by Vygotsky, for syllabus design. The syllabus, when it emerges in this way, can be taken to be valid in terms of relevance and to serve as appropriate comprehensible input necessary as the first step for development and change for in-service primary school teachers teaching new texts set in new curricula. Classrooms in three schools in India were visited from which a syllabus outline for an in-service primary school teachers evolved. Teacher practice and resistances are analysed against larger questions, such as: What does such teacher orientation imply for linguistic development of a second language on the whole and for the cognitive development of the child? Would semi-lingualism be encouraged or would we have basic foundations for effective bilingualism?

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Sign in / Sign up

Export Citation Format

Share Document