scholarly journals Investigating Factors that Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context

2017 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Rukaia Islam
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Classroom Context ◽  
Learning Practices ◽  
Key Issues ◽  
Learner Differences ◽  
Teaching Learning ◽  
Learning Factors ◽  
Esl Classroom

This paper seeks to address some key issues, which can influence as well as determine the nature of teaching and learning practices in an ELT classroom directly or indirectly. This paper views an EFL or ESL classroom as a dynamic and multi-dimensional platform open to different interpretations of teaching and learning. Factors like teachers’ beliefs, teacher talk, teachers’ questioning, diversity and complexity of ELT classroom, classroom values and individual learner differences require thoughtful attention irrespective of teaching methods and approaches. However, these issues are not straight forward, rather inherent in the activities related to classroom interaction and management and demand proper conceptualization by teachers, ELT practitioners and researchers.

scholarly journals Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

2021 ◽  
Author(s):  
Aubrey Hibajene Mweemba ◽  
John McClain, Jr ◽  
Beverley Harris ◽  
Enid F. Newell-McLymont
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Cognitive Coaching ◽  
Classroom Context ◽  
Cognitive Approach ◽  
Teacher Isolation ◽  
Teacher Networks ◽  
The Individual ◽  
Teaching Learning ◽  
Coaching Approach

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

scholarly journals Communication Strategies Used by Teacher

2020 ◽  
Vol 3 (2) ◽  
pp. 274-286
Author(s):  
Darman Pangaribuan ◽  
Stefani Agustina ◽  
Anggie Pratiwi ◽  
Elfian Manalu ◽  
Yenita br Sembiring
Keyword(s):  
Teaching And Learning ◽  
Communication Strategies ◽  
Classroom Interaction ◽  
Learning Activity ◽  
English Teacher ◽  
Classroom Discourse Analysis ◽  
Reduction Strategies ◽  
The Subject ◽  
Teaching Learning ◽  
Achievement Strategies

This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. Keywords: Achievement strategies, Communication strategies, Reduction strategies, Teacher

Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)

2017 ◽  
Vol 1 (3) ◽  
pp. 220
Author(s):  
Winarti .
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Teacher Talk ◽  
Medium Of Instruction ◽  
English Departments ◽  
Student Talk ◽  
Regular Class ◽  
Field Notes

<p>This study is an attempt to examine classroom interaction which specifies teacher and student talk in International Class Program (ICP) at non-English departments at State Islamic University Maulana Malik Ibrahim Malang. ICP class is different from regular class in which English and Arabic are used as medium of instruction in the teaching and learning process. This study is intended to answer two questions: (1) What categories of teacher talk are used by the teacher in giving stimuli in the process of teaching and learning? and (2) How do the students respond to the teacher’s instruction in the process of teaching and learning? The subjects of the study are the teacher and the students in ICP class. The data are elicited through non-participant observation, interview with the teacher and the students, field notes and recording of utterances between the teacher and the students. Data are analyzed using the ‘interaction model’ of Miles and Huberman, following FLINT system. This article reports the results of the analysis of classroom interaction that focuses on teacher and student talk in ICP class.</p><p> </p><p><strong>Keywords: </strong><em>classroom interaction, teacher and student talk, ICP class</em><em> <strong></strong></em></p>

scholarly journals Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices

2021 ◽  
Author(s):  
Birgit Pepin ◽  
Rolf Biehler ◽  
Ghislaine Gueudet
Keyword(s):  
Engineering Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Review Paper ◽  
Current System ◽  
Future Research ◽  
Special Issue ◽  
Innovative Teaching ◽  
Learning Practices ◽  
Teaching Learning

AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.

scholarly journals THE ANALYSIS OF TEACHER AND STUDENTS TALK IN INDONESIAN EFL CLASSROOM INTERACTION

2018 ◽  
Vol 4 (1) ◽  
pp. 73
Author(s):  
Shilvia Nur Meida ◽  
Fahrus Zaman Fadhly
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Note Taking ◽  
The Third ◽  
Speaking Skill ◽  
Asking Questions ◽  
Dominant Characteristic ◽  
Analysis System ◽  
Teaching Learning

This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teaching learning process among students although the lecturer�s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

scholarly journals Introduction to Blended Learning Practices

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Elizabeth Stacey ◽  
Philippa Gerbic
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Professional Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Practices ◽  
Emerging Trends ◽  
Key Issues ◽  
The Impact

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

scholarly journals Innovative Teaching: A Need to Encounter the Modern Classroom Challenges

2021 ◽  
Vol 12 (2) ◽  
pp. 1196-1203
Author(s):  
Anup Denzil Veigas, Et. al.
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Global Markets ◽  
Negative Feeling ◽  
Classroom Context ◽  
Innovative Teaching ◽  
New Methods ◽  
Language Classes ◽  
Teaching Learning

Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.

scholarly journals TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM

2019 ◽  
Vol 5 (1) ◽  
pp. 195
Author(s):  
Widya Rizky Pratiwi
Keyword(s):  
Teaching And Learning ◽  
Mother Tongue ◽  
Classroom Teacher ◽  
Classroom Interaction ◽  
Language Choice ◽  
Teacher Talk ◽  
Student Talk ◽  
Teacher Talk Time ◽  
Effective Teaching And Learning ◽  
Instructional Language

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful

scholarly journals The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study

2021 ◽  
Vol 10 (2) ◽  
pp. 216-227
Author(s):  
Raden Panji Hartono ◽  
Slamet Setiawan ◽  
Maria Mintowati
Keyword(s):  
Descriptive Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Target Language ◽  
English Teacher ◽  
Classroom Context ◽  
Teaching English ◽  
Self Evaluation ◽  
System Mode

Abstract. This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.

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