The Philippines needs to advance step its efforts in improving the teaching and learning of English. As the first step to English skills acquisition in the country the researcher devices a new method called Flipped Classroom Approach. An innovative way of teaching that is circulating around the world is the Flipped
To begin with, Romero and Pajaro (2016) carry out a study to promote English language learning at a public school in Monteria; to do so, they design a curriculum that encourages students to use the language not only into the classroom but also out of it. After the implementation of the curriculum, they find that students’ learning process has become more effective due to the fact that they start to consider using the target language as a need in different contexts and situations and not just for academic purposes. The results derived from this project account for the need to design lessons that require learners to use language in real-life scenarios that allow them to practice what has been learned in the
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.
They pointed out that culture is not only present in the classroom setting but also in the language that is being taught. They also agreed that bringing cultural studies of English speaking countries closer to students will help them to better understand the language, its background and usage. When the main aim of foreign language teaching is to develop students’ ability to communicate effectively and appropriately in various situations, the teaching of culture should facilitate intercultural communication and
Listening is a very basic skill and acts as a foundation for other language skills. Listening exercises must be carefully constructed and a step by step procedure should be adopted (Brown and Yule, 1999). After listening, speaking is the next skill for language acquisition. The main purpose of learning speaking is to communicate and establish social relationships. Students should be encouraged to speak in English regardless of the mistakes they make as Baker and Westrup (2000) opine that students learn when they make mistakes and correct each other’s mistakes (pg.
Introduction; the ability to communicate effectively in English is now a well- established goal in English Language training . many adults can i dentify personal needs to communicate in spoken and written English and many schoolchildren are aware of future needs of international communication and mobility . Even in context where it is harder to see future purpose for English language communication among schoolchildren , it is often nevertheless thought to be sensible to build potential for this . A brief review of statements form syllabus specification and introduction to course books will demonstrate the extent to which communicative ability has become a goal and communicative practice has become part of classroom procedure . The implications for the communicative classroom; the communicative approach to language teaching is premised on the belief that , if the development of communicative language ability is the goal of classroom learning , then communicative practice must be part of the process .
In order to investigate the implementation of using Sundanese local content in English teaching in young learners’ classroom, a qualitative case study is employed. Merriam (1988) states this approach is suitable methodology for dealing with critical problems of practice and extending the knowledge base
The English teacher should strive to improve their speaking ability by using an interesting way in teaching English, especially at the primary level. In addition, as a good teacher should introduce appropriate measure in teaching English. There are many methods used to teach English in school such as: role play, audio-lingual, information gap, interview etc. The teacher should be able to choose the appropriate method to teach English. In addition, teacher must also be able to find a suitable technique in applying the learning to use English for students to achieve the desired targets.
Research was conducted in order to improve students vocabulary by using word wall. It was found that students enjoyed the class and actively participated in the learning process. Word wall media was very helpful to improve the vocabulary of the students (Decy, 2013). Flashcards and storytelling are the two strategies through which English language of the students can be developed. In order to teach English language to the students, teachers should provide them opportunities to interact in an interesting and meaningful context, in which they are able to use and play with language because it is an interacting process.
Before getting into the main issues of using the Communicative Approach in the English Teaching in Costa Rica and how using it could improve the pronunciation of students who are learning a second language it is important to know what the “Communicative Approach” is. The main idea of the Communicative Approach is for the student, the learner, to communicate efficiently in different scenarios, in other words, increase the learners´ communicative competence. In order to achieve this it is necessary for the learner to increase her/his competence in four areas: “listening, speaking, reading and writing” (Beltrán-Palanques, 2012). This method has been broadly recognized as one of the most, if not the most, appropriate model when teaching a second