Formative assessment in English language education in local primary schools

2006 ◽  
Author(s):  
Pik-yee Lo
Keyword(s):  
Formative Assessment ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
English Language Education

scholarly journals Development of guidelines for integrating English language education and intercultural education in Japan

Impact ◽  
2021 ◽  
Vol 2021 (3) ◽  
pp. 18-19
Author(s):  
Fumiko Kurihara
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Primary Schools ◽  
Cultural Context ◽  
English Language ◽  
Language Education ◽  
Language Learner ◽  
Cultural Learning ◽  
English Language Education ◽  
English Textbooks

Speaking a second language is an invaluable skill but it involves more than just learning linguistic skills. This is because language and culture are inextricably linked and it is therefore important to understand the cultural context of a language's origins. What is more, an understanding of the culture can help a language learner to pick up on the nuances and more quickly learn a foreign language. Professor Fumiko Kurihara and Professor Natsue Nakayama are proponents of the importance of cultural learning when learning a language. They are the members of the JACET SIG on English Language Education and are working to increase cultural competences among students learning a foreign language. Having spent time abroad in England as a college student, Kurihara became aware of cultural differences that highlighted the inextricable links between culture and language and the need to explore how cultures shape how we communicate with one another. Kurihara and Nakayama are interviewing teachers and observing lessons in Japan and Europe in order to develop guidelines for language teachers to incorporate and assess lessons in intercultural competence. Next, the researchers will analyse English textbooks at primary schools using cultural descriptors with a view to assisting teachers with revising their syllabuses and incorporating more intercultural learning.

Employing native-English-speaking teachers in China: Benefits, problems and solutions

English Today ◽  
2015 ◽  
Vol 32 (4) ◽  
pp. 12-18 ◽  
Author(s):  
Zhenhui Rao ◽  
Hua Yuan
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Rapid Development ◽  
Language Education ◽  
Chinese Higher Education ◽  
English Language Education ◽  
Efl Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The beginning of this new century has witnessed two important events in English language education in China. The first is the expansion of English language education into the primary curriculum. In 2001, the Chinese Ministry of Education (MOE) required that primary schools located in cities and county seats start to offer English classes at Primary 3 from the autumn of 2001 and that the rest start to do so in the following year (MOE, 2001). The second is the increase of enrolment in various types of Chinese colleges and universities. For example, in 1999 the number of students enrolled in Chinese higher education was six million, but it rose to over 20 million in 2004 (Jin & Cortazzi, 2006). Such a rapid development of English language education has resulted in a number of difficulties and challenges for EFL teaching in China, but the most serious constraint comes from the lack of qualified teachers (Rao, 2010). To compensate for the shortage of English teachers, many Chinese schools are endeavoring to attract more native-English-speaking teachers (henceforth NESTs) to fill up EFL teaching vacancies. In 2006, for example, there were 150,000 foreign EFL teachers working in China (Jeon & Lee, 2006).

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aina Hartini Mohamad Khair ◽  
◽  
Parilah Mohd Mohd Shah ◽  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
English Language Education ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Survey Questionnaires

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.

scholarly journals Meaningful and Memorable Learning: Integrating TPR and Youtube Videos to teach Vocabulary

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Istiqlaliah Nurul Hidayati
Keyword(s):  
Learning Styles ◽  
Community Service ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Need Analysis ◽  
Teaching Learning ◽  
The City

The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that  their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun. 

scholarly journals The second grade English language curriculum: Theory-practice congruence

2016 ◽  
Vol 6 (4) ◽  
pp. 491-512 ◽  
Author(s):  
Suat Kaya ◽  
Ahmet Ok
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Evaluation Model ◽  
Deep Understanding ◽  
Language Education ◽  
Second Grade ◽  
Cluster Sampling ◽  
English Language Education ◽  
Language Curriculum ◽  
Visual Materials

This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

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