In 'The Place of English' essay I interrogate the English curriculum throughout history, tying it to socio-political-historical contexts of the time to argue for a curriculum centred on the society our students find themselves in. Finally in my Case Study, I look in-depth at how labelling has negatively affected a student’s development in English and arguing for a system that looks at a child: not at a name. There have been two key texts that influenced both my portfolio, and my practice. Firstly, Susan Harts ‘Learning Without Limits’ has solidified my ideology in which building self-esteem for individual students is of paramount importance, which stems from understanding the individual and their ability, not just the ability group they have been put in. Secondly, Anne Turvey, John Yandell and Leila Ali’s work ‘English as a site of cultural negotiation and contestation’ has highlighted the complex social relationships that are situated in the classroom, especially in the light of standards-based
To the older generation slang might seem inappropriate or like they are listening to another language. However, for many people today slang is a part of our culture. A factor of this is due to the use of technology, including Mobile phones, Internet, T.V and Movies. “Language itself changes slowly but the internet has speeded up the process of those changes so you notice them more quickly”. (D.Crystal, 2010) Text speak and the use of acronyms have also increased in recent years.
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.
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 .
Blackouts, Panic Attacks, Stress, Exam fear and test anxiety. Those are just a view of the symptoms many students who are beginners have and cause them not to enjoy learning English. Nonetheless this affection of anxiety can no longer be ignored while teachers have multiple choices to teach their students a new language. The educator’s preferred method has a very big impact on their student’s language achievement. The best method of English language teaching to solve this problem would be the Community language learning (CLL).
With the introduction of a new system: SPN 21 in 2009, the use of the English language has been emphasised in schools (Jones, 2015). This has become a concern to English medium subjects as it continually challenge students to use their second language while Bahasa Melayu (Malay) is their first language. Furthermore, a study by Henry, Wood, Clynes and Malai (2007) found a considerable proportion of average or below average students of Form 3, 4 and 5’s age group in secondary schools were failing to achieve a standard of written English. For this reason, teachers play an important role in designing a lesson that meets students’ need and prepares them with the learning skills such as ability to think critically and good command of written and spoken
U.S. is known as the place of opportunities and education is the biggest way to accomplish one 's dreams but when someone moves to the U.S. from another country not being fluent in English can be a huge barrier to being able to accomplish what one wants, and being successful in the educational system. Therefore, the people who control the education system have set specific standards in order to teach students who are learning the English language. The set standard for students who don 't speak English is supposed to help them to learn English and keep up with the subjects that the other students who speak English are learning and are being tested on. The idea of that is great and should promote both content retention and the development of the English language at an academic level, but that is not happening. This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english.
Teaching and learning English grammar has been a challenging task in Bhutanese classrooms. Grammar provide students with the structure needed to organize and covey the messages and ideas in a proper way. The concerns and comments are expressed in Bhutanese society regarding the need to teach and learn English grammar. Moreover, with globalization and modernization it is essential to teach grammar in schools. It is essential to teach grammar, and much of the effort spent arguing against the teaching of grammar can be better spent on persuading true believers in grammar instruction that grammar has newly defined but useful role to play in language teaching and in showing them what it really is.
Chapter 1: Introduction. In this chapter, the authors will present the rationale, aims and objectives, the research questions, significance of the study. I. BACKGROUND OF THE STUDY It is an indispensable fact that the syllabus plays a very important role in teaching in general and language teaching in particular. An appropriate syllabus will help teacher and learner obtain the aims and objectives of an English course or in other words, it contributes a great deal to the success of an English course.
For example, logically unreasonable, improper words and collocation. And these phenomena are caused by the language transfer. It can be seen that language transfer has become an obstacle to the writing of students, which not only hinders the progress of writing, but also directly affects the level and quality of writing. From the perspective of language transfer theory, this paper takes high school students as the research object, and takes the students ' compositions collected as samples, from the aspects of morphology, syntax, vocabulary and discourse From the perspectives of teachers 'teaching and students ' learning, this paper discusses how to avoid the occurrence of Chinglish phenomenon caused by language transfer in writing. In order to improve the effect of English