Others connected students’ use of languages other than English with poverty or crime. A significant number of teachers explicated instructed students to not use their home language in the classroom. Ignorance/benign neglect of home language Many teachers implied that their ELLs did not use their home language in the classroom or at school in general. Some also stated that students did not use their home language at school due to lack of peers. In both cases teachers did not explicitly prohibit students from speaking their home language, nor did they invite their students to use their home language in the classroom or take any responsibility for including their students’ home language into their teaching in order to facilitate the acquisition of English language skills or the understanding of academic content.
In addition, the only input that I received was in the classroom, and provided only by one non-native English teacher. This entire environment contributed not only in the first construction of my interlanguage but also to construct my beliefs about English language. That seemed to be a very rigid language by contrast with Spanish. As a consequence, I could not produce a fluent output because I was so influenced by this idea, that it creates a profound mistrust in me, because I could not communicate, if I was not sure that the grammar construction was properly created. On the other hand, and
Hence, they discovered that the curriculum and teaching strategies were not the factors of making a research paper. According to Ali Ghufron (2015) that the main gap is that there is still no model of research paper writing instructional materials that provides good teaching technique and that appropriates with the level of difficulty, students’ background knowledge, students’ competence that should be achieved based on curriculum, and practical instructional
Lack of Regulations in Demand and Supply: The State Education Department have no data on the basis of which they may work out the desired intake for the institutions. There is a considerable gap between the demand and supply of teachers. This has created the problems of unemployment and underemployment. Lack of Facilities for Professional Development: Most of the programmes are being conducted in a routine and unimaginative manner. Even the associations of teacher educators have not contributed anything towards development of a sound professionalization of teacher education in the
In the past, there was little to no programs set-up to teach immigrants the English language. Meniscal tasks, such as grocery shopping and signing forms were very difficult activities for immigrants to accomplish. The lack of speaking and understanding of English became a barrier when immigrants sought out employment, health care
As was noted above, the Secretaria de Educación Pública (SEP; Ministry of Public Education) is tasked with educational planning, the selection of the national curriculum and textbooks, and training and appointing teachers (“Constitución política…”). This means that education is not adapted to specific contexts or cultures at a local level, but is instead relatively uniform throughout the country. As Baronnet (2013) writes, “the Mexican State is far from being able to offer…culturally pertinent education to the children of Native towns” (p. 189; own translation). The local community is not called on to participate in a meaningful way with the administration or decision-making at the public EIB
For instance: in Second Life evidently there are some people who learned Japanese history in universities, but for some unknown cause all sims devoted to Japanese history are about Edo period only, i.e. : there are no sims about Yayoi, Kofun, Heian or Meiji. It’s unpleasantly surprising since it’s not prohibited to create new buildings/new outfits and so on. It’s not prohibited to create, but there are very little attempts to create something new. Actually anybody can create anything, but any sims devoted to certain original/new themes are usually extremely unpopular and it’s very hard to advertise new themes.
Multiculturalism is a manifold concept which has not been dealt with very openly in every country. It is very hard for some politicians to frankly confess "multiculturalism" is not a concern in their nations since they may afraid of being accused of racism, ignoring human rights, and suppressing minorities. Even in the educational programs, the political dimension of teaching has been ignored. On the other hand. there are not many studies which have been done regarding the influence of multiculturalism on immigrants sociopolitical aspects of life and most of the investigations seek to focus on the socio-economical or socio-cultural aspects.
Aim:This study aims to identify the learning styles applied by the undergraduate learners for acquisition of second language. The study assumed that there are differences in approaches towards learning English language skills at the undergraduate level between students pursuing professional courses and non professional courses. It is assumed that students do not ‘carry forward’ anything that they learn in language course. This is inferred from the fact that a student is able to complete an activity/exercise on grammar or vocabulary but if they have to apply the same language principle in real situation it does not occur to them i.e., they are unable to
On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis had been done on 2009 of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged