scholarly journals General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context

2014 ◽  
pp. 98-111
Author(s):  
Tarik Uzun
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Independent Learning ◽  
Learning Behaviour ◽  
The People ◽  
Turkish Higher Education ◽  
Common Purpose ◽  
Education In Turkey

Independent Learning Centres (Self-Access Centres) have become an essential component in language teaching institutions to aid learning and foster autonomous learning behaviour. To reach these goals, it is vital to ‘listen to the people’ in the target group. The efforts made and services offered need to be analysed systematically in each centre and centres should be organised and administered by taking students’ needs and expectations into consideration. The main aim of this study is to put forth a profile of how an Independent Learning Centre (ILC) is used by English preparatory class students (n=715) in higher education in Turkey. The overall numbers concerning the ILC use, purposes of regular users in visiting the centre, reasons of non-users, materials they find most useful and their needs and suggestions related to the centre have been analysed. The most common purpose for using the centre was found to be ‘to do homework’. According to the users, ‘listening materials’ are the most useful type of resources. ‘More study space’, ‘more listening materials’ and ‘more guidance’ were the most notable needs of the students in the centre. Based on the findings and understanding of the field, suggestions are given to improve the services and materials within the centre.

scholarly journals Neoliberal Policies and English Language Education in Turkey

2020 ◽  
Vol 13 (9) ◽  
pp. 63
Author(s):  
Omer Gokhan Ulum
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
British Council ◽  
Medium Education ◽  
Turkish Higher Education ◽  
English Medium Instruction ◽  
Neoliberal Policies ◽  
Education In Turkey

Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.

E-Reading and E-Learning @ Higher Elevations

2019 ◽  
Vol 118 (11) ◽  
pp. 417-423
Author(s):  
V. P. Rathi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
E Learning ◽  
Development Of Language ◽  
The Government ◽  
English Language Skills

The present paper aims at the advancement of e-reading and e-learning among the students, English language learners, teachers and all other academicians in India.  There is a tremendous change in the development of language either it is one’s native language or English as second language, the lingua franca or the official language.  E-reading is particularly a self-selected one and it has a wonderful impact on the English language readers. The modern day students are visually oriented students and they prefer e-reading and e-learning method to enrich their English knowledge.  NDLI, the digital library of India and NPTEL, Swayam are helpful e-resources for many English language learners, teachers and other academicians.  The Government of India encourages students and teachers by admitting them in online courses especially to improve their English language skills.  Google Classroom, Youtube linkages on education are becoming more and more popular and become effective in the process of English language learning.  With a lot of advancement today, the English language learners are provided with independent learning also.  The advancement of e-reading and e-learning enhance the students to improve their English language skills.

The Integration of Popular Culture in K-12 and Higher Education English Language Curricula

2022 ◽  
pp. 276-295
Author(s):  
Brittany Ann Garling ◽  
Ashley Steele Heiberger
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Popular Culture ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Background Information ◽  
Teaching Approaches ◽  
Use Of Technology ◽  
K 12

In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.

Latinos and Higher Education: A Literature Review

2017 ◽  
Vol 17 (4) ◽  
pp. 402-414 ◽  
Author(s):  
Patrick Jermain Flink
Keyword(s):  
Higher Education ◽  
United States ◽  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
First Generation ◽  
The United States ◽  
Latino Population ◽  
Hispanic Serving

This article is an overview of the Latino population within the United States, and within higher education. Changes in demography have led to an increase in Latinos in higher education. First-generation Latinos face unique cultural, linguistic, and socioeconomic challenges on campus. As a result, there has been an increase in English-language learners (ELLs), as well as an increase in the number of Hispanic-serving institutions (HSIs) across the country.

scholarly journals Fostering Independent Learning amongst English for Academic Purposes Students through Exploration of Digital Tools

2020 ◽  
Vol 11 (6) ◽  
pp. 863
Author(s):  
Marie-Claude Toriida ◽  
Robert Johnson ◽  
Simon Heslup ◽  
Rabeena Adul Latif ◽  
Conchita Fatima Chiuco ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English For Academic Purposes ◽  
Learning Preferences ◽  
Independent Learning ◽  
Digital Tools ◽  
Self Directed Learning ◽  
Directed Learning

Interest in using digital tools (DTs) to facilitate self-directed learning has continued to increase alongside the power and complexity of the Web. However, English language instructors cannot always be certain of the appropriateness of particular DTs for their students’ unique linguistic needs, learning preferences, and cultural sensitivities. This study seeks to determine if a pedagogical approach making English language learners (ELLs) at a university in Qatar responsible for finding, trialing, vetting, and perhaps endorsing DTs results in significant changes in opinions and behaviours regarding such self-directed learning resource use. The analysis of the quantitative and qualitative data suggests that students in this context are already using DTs for English language learning, without prior teacher instructions, and are comfortable doing so. However, the findings suggest that students of lower English ability might benefit from more initial instructor guidance in selecting and using new DTs. While participants did not increase their use of DTs as a result of the intervention, they noted having become more efficient in using them. All participants said that the intervention had been beneficial. Many noted they had discovered at least one new tool that they would continue to use.

scholarly journals Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 5-25
Author(s):  
Z.W. Taylor
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Institutional Support ◽  
Communication Policy ◽  
Linguistic Capital ◽  
Policy And Practice ◽  
Language Knowledge

Extant research has suggested United States (U.S.) higher education is more accessible and equitable toward Whites than toward English-language learners, international students, and students of color (Bernal, 2002; Lee & Rice, 2007; Lippi-Green, 2012; Yeh & Inose, 2003). In this argumentative essay, I insist these issues of access and equity are partially owed to the Anglocentric, highly routinized, and luddite nature of U.S. higher education communication, policy, and practice. Moreover, I forward the notion that predominantly English institutions (PEIs) should explore performing non-routine, highly technological work in order to value the linguistic capital (Yosso, 2005) brought to the institution by students with diverse language knowledge in order to truly serve students from minoritized language populations. Implications for linguistic equity and the practicality of polylingual institutional support is addressed.

scholarly journals The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English

2017 ◽  
Vol 1 (2) ◽  
pp. 16-23
Author(s):  
Caroline Kim
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Cultural Background ◽  
World Englishes ◽  
Standard English ◽  
Linguistic Barriers ◽  
The World

While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.

Sign in / Sign up

Export Citation Format

Share Document