Educators should strive to become aware of the linguistic values and attitudes implicit in and our classroom discourse (Sayer, 2008). By allowing students to use home languages, educators promote pride in learners’ ethnolinguistic identities and teach learners how to use their linguistic toolkit for academic content learning. It is important to consider the new millennium demands educators and learners not only becoming bilinguals but becoming biliterate. Biliterate individuals are distinguished by being advanced bilinguals who are proficient at communicating in two languages in terms of literacy skills, that is, reading and writing. Then, educators and learners need to adopt a lens which makes them recognize and build translanguging practices in today’s classrooms; in few words continua of biliteracy.
TESOL Diploma Assignment Ahmed Saeed Muhammad Module 1 Mention the principles of teaching a foreign language. What are the justifications for them? Upon my reading, this essay discusses the principles of teaching a foreign language. In my point of view, a foreign language is a language which is used in another country by a huge group of people who have the same cultural aspects, for example, English is a foreign language for Egyptian people. To learn a foreign language there are some essential elements have to be taken into account including materials (text) and teaching (educator) when these elements mixed together the motivation for the learner will be strengthened.
For example, for university study in one of the English speaking countries, the students should have a good command of language skills (reading, writing, listening, and speaking) in order to be able to understand the lectures in the classroom, take notes, attend classroom discussion, and read and comprehend the texts. But if the tests are in multiple-choice format, then the examinees' practice will focus on practicing multiple-choice items rather than skills which they need in that specific situation. Thus, tests effect is harmful on
So British pronunciation is the acceptable correct pronunciation in English Second Language. The overall aim of teaching English Second Language is to develop learners’ communicative skills for meaningful interaction in the multicultural society. Therefore, English need conscious attention specifically on pronunciation of words, not just a concern to English teachers but all subject teachers. Thus, responsibility is required to assist learners, so that they could be able to read words correctly or effectively in all subjects. During my SBS experience, the researcher observed learners reading words with wrong pronunciations or mispronouncing some words.
There are characteristics identified by Richard and Rogers (1986:71) “The primary function of language is for the interaction and communication function of language. The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.” The Communicative Language Theory means that teaching has to be student-centered. This suits the CAPS document because (2011: 8) “Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is.
This led us to deal with this research in order to clarify as much possible some of them, and find appropriate solutions. The main focus of this study is to investigate on the most appropriate strategies used by either learners or teachers to improve the new vocabulary learning. the problem statement: Foreign languages are playing important roles in the world nowadays, teachers encounter many difficulties in teaching foreign and second languages. As well as students cannot find an effective way to learn these languages since the studies are based mainly on written sessions rather than oral ones. So what do we mean by Vocabulary Learning Strategies?
However, the cultural aspect of teaching English is the topic of huge debates between scholars who suggest that teaching American or British culture in ELT helps students increase their knowledge of the language , and those who think that teaching English British or American culture is a form of imperialism which leads to the alienation of students from their own culture. Another view , which I adopt, posits that a teacher can help their students discover new cultures and still persevere their own while teaching them English language. Scholars, who agree with the idea that teaching English must include the British/ American culture, support their opinion by claiming that culture and language cannot be separated. In other words, they are the two sides of the same coin. Accordingly, they think that teachers should include the foreign cultures (British / American) when teaching English.
This awareness enables the teacher to understand and handle the learners’ challenges in the best way. In this article, I will discuss the challenges in teaching the morphology of a foreign language, especially in English with some recommended solutions based on personal teaching experience. Before all of that, I will introduce the distinctive features of both English and Arabic morphological systems with a contrastive analysis to pave the way for the reason why there are such challenges. II. A Contrastive analysis between English and Arabic Before digging deeper into English and Arabic morphology, it is important to know more about morphology in general.
The author argues that games play an important role in teaching English vocabulary to children. However, they should be used properly in accordance with the topic, the context, and students’ level. Although the article is highly appreciated with the two pluses of a clear title and a good main idea, it will be better if the author can avoid some mistakes in grammar, choose relevant words and provide empirical evidence in the
In order to identify the students’ interests, their conceptions of autonomy, their spaces to learn English outside the classroom, their expectations about their language learning process and how they prefer learning English were administrated an observation and a survey to collect relevant information about the subjects before mentioned. The results showed some common opinions about the usefulness of learning English to achieve more work opportunities and being fluent, but the participants practice any moment outside the classroom, it means, they do not dedicate time to learning English for their own. Likewise, they agree to look for a practical and conversational English guided by the technology for being able to overcome their weaknesses related to their skills. For these results, the understanding of the term autonomy and its implications represents a crucial point in this research, as Bergen (1990, cited in Dam 1995:2)