It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
Managing students who seem not understand the lesson Based on my observation the teacher that I observed know there are students who seem not understand the lesson, she will asked to them, then she explained the material in Bahasa. According to Lado (1957:2) states clearly in his book Linguistics Across Cultures that individual tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language to the foreign language, it is productively when attempting to speak the language and receptively when attempting to grasp and understand the language as practiced by natives. From the explanation above that the teacher doing to her student to make them more understand to the lesson and Lado’s quote, I can conclude that second language is very important to be used in learning foreign language and part of success in learning foreign language. 2. Teacher’s English Language Use in The Classroom The teacher has tried to use English as much as possible with her students.
The teacher and/or the students fail to observe the distinctions between equivalence of form, semantic equivalence, and pragmatic features and thus oversimplify to the point of using crude and inaccurate translation. Students speak to the teacher in the mother tongue as a matter of course even when they are quite capable of expressing what they mean in the target language. Students fail to realize that during many activities in the classroom it is essential that they use only English. Teaching English in the classroom This part is based on alliwell s perception of teaching English to pupils. Halliwell suggests that foreign language speakers have been taking risk in using the foreign language while operating on partial information.
The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes.
Which is the best approach to be implemented? This question relates to a long-standing debate among language teachers in the context of EFL/ESL, since the two had their own significances for Particular learner progress. On one side, deductive approach can be effective with students of a lower level, who are beginning to learn the basic structures of the language, or with students who are accustomed to a more traditional style of learning (Goner, Philips, and Walters,1995,p.134). Also, Deductive approach goes straightforwardly to the point and can, therefore, be time-saving for the teacher and the class. Robinson (1996) proved that learners performed grammatical tasks better and reacted faster in deductive rather than inductive teaching.
Another good remedial step to solving the problem of pronunciation is that, while teaching pronunciation in the classroom, the teacher should be conscious of the students’ needs. The students obviously would have different competency levels such as competency speed and styles” (Crystal 1986). The teacher should take this into cognizance as he teaches students. Different levels of attention will be given to the students depending on their rates of comprehension. More attention will be given to those who are slow to learn.
As mentioned above, my personal language teaching methodology may be described as a mixed method. At University of Technology, non-major students cannot learn and practice English well, especially they are not confident in English communication. Therefore, in my class, I always focus on speaking skills (combination of listening, reading, grammar and speaking), ask students to make up sentences using new vocabulary and structure in order to encourage students to "learn by doing" and "personalize" new language. For instance, I use a lot of fluency-based (role play, interviews, information gap, games, pair work, etc.) to help develop students’ confidence in English
They all concentrated on the components of the English language, namely words, structures, word-order, grammar etc. The communicative method almost ignored this function of the language and succeeded in imparting knowledge of language forms and rules. Communicative methods followed by: The method is function-based and task-centred While conveying the message is primary, accuracy is secondary Judicious uses of the mother tongue are translation is allowed to help student to perform the task Pair work and group work are frequently used in the classroom. The Bilingual Method: This method was first adopted by Dr.C.J. Dodson who also experimented it on students and achieved good results.
With all this conflicts we’re still searching for ways to teach pronunciation. Many researchers suggest to use dialogues during pronunciation, and not just reading them, giving students time to think how to say the words in the context. Another way is called shadow reading. In this activity learner reads along with a competent reader (Scrivener, 2005). Using and saying the word in the context (in its natural place) and letting the learners to repeat is a useful way as well.
The Effect of Not Using the Mother Tongue and Using English Language only In Teaching English for the Students of Primary Class in Government Schools on their Acquisition By : Dr. Ahmed Maher Mahmoud Al Nakhalah firstname.lastname@example.org Al Quds Open University-Palestine /Gaza Introduction There are arguments pro and con concerning the use of mother tongue in the classroom in English language teaching. At present it would seem to be true that the role of the mother tongue is a topic which is often ignored or rather the avoidance of the mother tongue is recommended in discussion of methodology and in teacher training. The idea of understanding or avoiding the mother tongue in language teaching dates from around