For Dog Holly, Ivan Illich?s?aphorism ?the hidden curriculum? ?implies something interesting:? ?that in the process of attempting to educate, educators may well be in the business also quite unintentionally, or alienating or confusing issues of conveying repressive, authoritarian/elitist messages?. ?That is to say, the very?fact of teaching English as a foreign?is to induce mainly some American and British cultural values and Beliefs. ?Now, knowing that British and American cultures are integrated in teaching English, the question is whether?intentionally teaching those cultures in ELT help student increase?their knowledge of the language, or it?only?reinforces cultural hegemony and alienate foreign?students from their own culture.
This refers to one of the most controversial topics of racism but also to the variations of languages; as referenced by Lippi-Green, “How did the idea of a perfect, unchanging language become so instilled?” (Lippi-Green, 1997). In connection with this, there are various properties of language regarded as preferred ways of speaking; such as the Standard language and its Ideology, for example standard American English is believed by prescriptivism, to be an ideological model for foreign students to learn English. Although, as displayed categorically by Lippi-Green, “All spoken languages are equally capable of conveying a full range of ideas and experiences, and of developing to meet new needs as they arise”(Lippi-Green, 1997). I have experienced many different variations of the English language, by me and around me, and it seems an arbitrary and
To talk in any language, you have to know the words sounds for that particular language & to read/write any text for the same language, you have to know the visual or other symbols. People prefer to use talk in their communication rather than reading/writing because they believe it is produced rapid interaction. I will discuss about some characteristic for everyday talk in English language, the structure & the function of the talk, some theories of sociologist & philosophers in the field of conversation
He includes English also as a subject. The first thing we need to do is to make learner understand that English is not a subject to be by hearted but a language to be enhanced. So for that the methods we are following need some improvisation. If we consider the teaching methodologies in ancient
Today the English language is an international and global communication tool in the world. There are many things must learn to gain English language. Consonants and vowels are described & differed. In addition, the difference between letters and sound is learned. When we need to improve our speaking in English we should learn the description of consonants and vowels.
As to emphasize this, functions that English serve in Indonesia which may be reasons as motivational aspect for Indonesian learners to learn the English language may be are related with the different motivation that the students have in English learning. Hence, this may result in different learning outcomes in general and different academic performances and achievements in particular, as argued by York, Gibson, and Rankin (2015) about academic achievements and success academically. The following transcribed interview aims for providing evidence supporting the finding on how the exams factor affect students’ interest for learning English which may be related with the previous discussion about the motivational factor of English as assigned subject, that this factor may affect students’ interest for learning English. It is from the data of interview guide number 3 that ask students about their motivation for learning English, and number 4 that ask about students’ perceptions on learning English at school. These questions were asked with the intended purpose for uncovering students’ motivation for learning
This paper reports a study of the language needs of the Professional students. In particular, the study seeks to examine the significant differences if any in the performance of the students in vocabulary, grammar, cohesion and organization components in English due to variation in Medium of Instruction at Intermediate. Findings of the study also shed light on the specific set of competencies for teachers of English at Engineering colleges in the state of Andhra Pradesh and informs the strategies for the development of writing skills components of the students. Key Words: Grammatical components, strategies, English Language Teaching, Communication Skills Introduction: English is one of the most important Global language. Most of the international
Conventional notions in ELT are giving way to newer, more ground-breaking ways of opinion about how to learn, teach and acquire knowledge in more conducive environment. There are ways to make learning languages fun or more enjoyable, but that does not moderate the need for continuous and dedicated practice. Those who achieve true fluency do so because they put their dedication, consistent effort over a long period of time. Through Web-based English language learning tools the teachers or instructors are making educational environment more enjoyable and
In many countries English is not only use as foreign language but also medium instruction (EMI). In this essay, we look at the impact of English as a medium of instruction (EMI) on student’s success in educational institutes in different countries around the world. There have been used facts and information from developing countries like Namibia and Pakistan. This essay will discuss the negative impact of EMI in educational institutes at the primary and secondary level of education in those countries that English is not the local language of that society with these reasons. Using English as a medium of instruction (EMI) can make problem for the students to learning and teacher for teaching it.
AN EVALUATIVE STUDY OF ENGLISH LANGUAGE TEACHING –LEARNING MATERIALS AT THE UPPER PRIMARY LEVEL (CBSE) English language teaching and learning in the changing scenario has taken different directions and dimensions. Language learning which was looked at as a habit formation is now being looked as a cognitive process which involves the learner in processing and reformulating the meaning achieved through the medium of learning. Language teaching and learning scenario has undergone a shift and this shift is fro teacher centeredness to learner centeredness. This shift I paradigm has led scholars and teachers to think of the need for redesigning the procedures of teaching and thus to cater not only to the needs of the learner but also to facilitate learning. Therefore, the teachers, policy makers, curriculum developers and material procedures have begun to think of language learning not in terms of achievement but in relation to those processes which cause learning to occur.