Addressing the challenge of over-crowdedness in English First Additional Language (EFAL) classrooms

This paper lends itself to extenuating the impact of over-crowdedness in the intermediate phase EFAL classrooms. An in-depth investigation into the causes of poor performance in the intermediate phase EFAL classrooms revealed over-crowdedness as one of the main possible causes. The pedagogical impediments that result from this phenomenon affect the intermediate phase EFL teachers more due to the curriculum requirements of this subject. The study was conducted in the Motheo Education District, in the Free State Province. The data was collected qualitatively, through the use of a group interview, semi-structured interviews and observations. The interviews focused on both well-performing and poor performing schools, while the observations focused on the well-performing schools. The data, which was analysed thematically, revealed the following practices that can benefit EFAL teachers working in overcrowded intermediate phase classrooms: effective planning and preparation, the integration of skills, constructive teaching, explicit instruction, a selective approach, notetaking and the process approach. The study was premised on the theory of hope, as the insights from well-performing schools expound the importance of not losing hope and remaining motivated to mitigate contextual factors.

The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students

Constructivism is a vibrant and self-motivated coaching paradigm that implies the establishment of the latest academic conceptions relying on the pupil’s past educational experiences. Constructive teaching approach (CAT) accompanied with PQRST method (Preview, Question, Read, Summarize and Test) considered as an efficient way for progression of the students’ comprehension regarding skills of English subject matter. This study aimed to find the effect of constructive teaching approach (PQRST) on 9thgraders academic achievement in the provided subject of English.Quasi experimental Pre-test-posttest research design had employed to fulfill the fundamentals of the current study. Two intact groups were randomly selected, and teacher made achievement test used to take the score. Control group was instructed English conventionally whereas treatment group was instructed through PQRST under the shade of CAT. Pre-test scores demonstrated an insignificant statistical difference between both groups but after getting treatment for 12 weeks experimental group exposed a momentous positive statistical discrepancy in scores via getting instruction through PQRST. The current research recommends constructivist teaching approach along with PQRST may be used for the improvement of students’ reading and comprehension skills in the subject matter of English which can enhance their achievement overall. IntroductionOne of the main ideological suppositions in teaching learning process has been founded, is termed as “constructivism”. It is an educational premise based on learner-centeredness and pupils are thought to dynamically investigate and construe new experiences then build a connection to the past experiences of the confined phenomenon. This teaching method not only co-notates to the content to be taught but pupils’ interests and needs catered well too (Lunenburg, 2011).In education, as the time has been elapsed various educational theories were introduced by education experts belonging to various school of thoughts, like behaviorism came from behaviorist school of thought, cognitivisim came from cognitive school of thought, constructivism came from constructivist school of thought and likewise, but the selection and implementation of the educational theory within the classroom is relies on the teacher. The first and foremost responsibility comes upon the shoulders of teachers. Therefore, the teacher should select the theory very vigilantly to maximize the learning competence of students especially in second language.Getting hold of second language is commendable as similar to any sort of triumph (Janjua & Shehzadi, Journal of Arts and Social Scienceshttps://ojs.jass.pk

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

‘Metaphor’ captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of re-positing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students’ Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants’ grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners’ cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1. For that, it was developed the following procedures: bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge. Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

Democracy in Higher Education Courses: Transformative Strategies

<p><em>Teaching/Learning can be a mutual journey in higher education. It requires more than wanting to approach teaching and learning differently. Our schema about power and teaching must be addressed. It is not a simple thing to tease out what part of submission in learning is vital to gaining mastery and learning to think deeply and critically, and what part is inhumane. It also requires a complex skill set for ourselves and for students that must be experienced and embraced by us, then taught and practiced. It is a complex change full of excitement and cognitive as well as personal challenges. Can we allow teaching and learning to become inseparable parts of a greater whole? Constructive teaching in higher education is not just about our ability to transcend the moment but the mutual journey, all participants teaching and learning that is the miracle.</em></p>

Evaluation of constructive teaching skills among science teachers in the intermediate stage: تقويم مهارات التدريس البنائي لدى معلمي العلوم في المرحلة المتوسطة

The research aims to study the teaching skills and evaluate the teaching skills of science teachers, and test significance of differences between the mean degree of practice according to the variables: gender, experience, educational qualification, and stage educational, and to achieve these objectives were applied a questionnaire consisting of (31) paragraph, to a sample Of (45) are teachers of science in the intermediate stage of the Ministry of Education and Mjardp. The researcher also followed the descriptive approach. The results indicated that the degree of science teachers and her teachers to teach constructivist was medium, and appeared statistically significant scientific qualification variable differences, for the benefit of graduate studies. The study recommended training courses for science teachers, to familiarize them with the skills of teaching constructivist, and trained to teach these skills to have procedures and guide administrators science with a list of skills (the subject of the study), during the supervision of the education in the schools of the intermediate stage and directing the attention of the authors and curriculum developers to take into account the good fundamentals in the article To provide learners with a leading to the development of scientific concepts in general.

استخدام مدخل التعليم البنائي لترقية مهارة الكتابة العربية

The Arabic writing skill is one of the important Arabic language skill and it is a main goal of the Arabic learning as foreign language. However, it does not get a main concern in Arabic teaching as foreign language. Beside, the students’ Arabic writing skill is still in low level. This research aims to increase students’ Arabic writing skill through the constructive teaching approach and to describe the effective teaching method of Arabic writing skill as foreign language. This research used the classroom action research method conducted in two cycles. Each cycle consists of four steps they are: 1)planning, 2) action, 3) observation, and 4) reflection. The data of research consist of teaching and learning process of Arabic writing skill in classroom and students’ Arabic compositions. The research participants are a lecture and 30 students of Arabic writing skill. The results of research showed that the Arabic writing skill teaching through the constructive approach consists of three phases they are: 1) pre writing phase, 2) writing phase, and 3) post writing phase. The results also showed that the constructive teaching approach is effective to increase students’ Arabic writing skill.