scholarly journals The Generalist’s Dilemma: How Accidental Language Teachers Are at the Center of Japanese Pedagogy

2020 ◽  
Vol 54 (2) ◽  
pp. 383-389
Author(s):  
Brian C. Dowdle
Keyword(s):  
English Language ◽  
Academic Identity ◽  
Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Japanese Language ◽  
Interdisciplinary Learning ◽  
Teaching Language ◽  
Language Courses ◽  
Language Competency

This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship to Japan studies, more broadly. It shows how the place generalists may help us: reconsider the divided between “content courses” and Japanese-language courses; understand the structural disincentives for generalists to identify as language teachers; and appreciate the modes of interdisciplinary learning and language competency modeled by generalsits.

scholarly journals Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives

2018 ◽  
Vol 8 (1) ◽  
pp. 51-64
Author(s):  
Kristina HMELJAK SANGAWA
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Instruction ◽  
Language Teachers ◽  
Japanese Language ◽  
Learner Motivation ◽  
Institutional Settings ◽  
Language Courses ◽  
Past Experiences ◽  
Further Development

Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers. The paper concludes with some suggestions for further development and for an increased networking among Japanese language teachers and learners.

scholarly journals EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching

2020 ◽  
Vol 9 (1) ◽  
pp. 86-95
Author(s):  
Rina Listia ◽  
Emma Rosana Febriyanti
Keyword(s):  
Education Program ◽  
English Language ◽  
Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Choice Test ◽  
English Language Education ◽  
Grammar Teaching ◽  
Written Form ◽  
The Right

The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

Conclusion

2021 ◽  
pp. 173-180
Author(s):  
Eric S. Henry
Keyword(s):  
Soft Power ◽  
English Language ◽  
Language Education ◽  
Language Instruction ◽  
Cultural Dimensions ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
Entrance Exams ◽  
The Difference ◽  
To Come

This concluding chapter begins by describing the decline of English teaching in China. Although English is still the most popular foreign language for students taking the National College Entrance Examination (NCEE), the state has lately begun to expand the number of options available, including Japanese, German, and Spanish, particularly as those relate to expanding trade and global soft power. These indicators may presage a transformation of the English language industry in Shenyang to come, but it is important to appreciate the difference between the marketplace for language instruction and the more cultural dimensions of linguistic desire that this book discusses. A change in the economics of language schooling is an inevitable consequence of a maturing market. Similarly, the relatively minor reduction of English's weighting on university entrance exams underscores changes to the underlying ideology of education, but does not necessarily herald the doom of foreign languages in China or the elimination of English's linguistic capital. Nevertheless, the chapter surveys the ground traveled in this ethnography and highlights some of the issues brought to the fore. There is much still that could be said about language, education, and modernization in China, and the chapter points the way forward to further research on these topics.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

scholarly journals BUILDING BRIDGES: AN APPROACH TO THE INTEGRATION OF ENGLISH LANGUAGE EDUCATION IN FIRST-YEAR APPLIED SCIENCE COURSES FOR INTERNATIONAL STUDENTS

2017 ◽  
Author(s):  
Mike Murphy ◽  
Gabriel Potvin
Keyword(s):  
International Students ◽  
Communication Skills ◽  
English Language ◽  
Language Education ◽  
Applied Science ◽  
First Year ◽  
Training Approach ◽  
Language Courses ◽  
Technical Material ◽  
Effective Development

Vantage College at UBC offers innovative specialized first-year programs for international students that integrate core content courses with complementary language education to allow participants to hone their communication skills while meeting regular academic requirements. In the Applied Science stream of the Vantage program, each first-year engineering course is paired with a language enrichment course, and their respective instructors collaborate, tailoring their content and delivery to improve both the learning of technical material and the effective development of communication skills. This paper outlines the partnership between two physical chemistry courses and their linked language courses. Insights into the nature and logistics of this type of collaboration are presented, and the effectiveness of this training approach is evaluated in relation to the students’ mastery of technical content and improvement of English communication skills. Specific challenges and future improvements of the program are also discussed.

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