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Thematische Bibliographien / English language Study and teaching (Primary) Indonesia

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Auswahl der wissenschaftlichen Literatur zum Thema „English language Study and teaching (Primary) Indonesia“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "English language Study and teaching (Primary) Indonesia"

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Kurniasih, Eka. „Teaching the Four Language Skills in Primary EFL Classroom“. JET (Journal of English Teaching) 1, Nr. 1 (19.09.2016): 70. http://dx.doi.org/10.33541/jet.v1i1.53.

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English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.

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Setyaningrum, Rina Wahyu, und Oikurema Purwati. „Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia“. JEES (Journal of English Educators Society) 5, Nr. 1 (30.03.2020): 23–30. http://dx.doi.org/10.21070/jees.v5i1.352.

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2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded. Highlights: Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually. Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.

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Kusmaryati, Sri Endang. „TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)“. ELT Worldwide: Journal of English Language Teaching 7, Nr. 2 (31.10.2020): 94. http://dx.doi.org/10.26858/eltww.v7i2.9723.

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ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

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Resmini, Setya. „EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM“. ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 7, Nr. 1 (17.04.2019): 12. http://dx.doi.org/10.22460/eltin.v7i1.p12-22.

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ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English. The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed. The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

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Apriana, Aulia, Sri Rachmajanti und Evynurul Laily Zen. „ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION“. J-ELLiT (Journal of English Language, Literature, and Teaching) 2, Nr. 1 (29.06.2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.

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Saefurrohman, Saefurrohman, und Elvira S. Balinas. „English Teachers Classroom Assessment Practices“. International Journal of Evaluation and Research in Education (IJERE) 5, Nr. 1 (01.03.2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.

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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

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Usman, Herlina, und Miftahulkhaerah Anwar. „Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia“. Studies in English Language and Education 8, Nr. 2 (03.05.2021): 656–69. http://dx.doi.org/10.24815/siele.v8i2.19031.

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This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities.

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Mulyanah, Euis Yanah, und Ishak Ishak. „ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS“. Globish: An English-Indonesian Journal for English, Education, and Culture 9, Nr. 2 (17.07.2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.

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Elmiana, Dewi Satria. „CRITICAL ANALYSIS ON THE CONTRIBUTION MADE BY QUALITATIVE RESEARCH TO ENGLISH LANGUAGE TEACHING“. JEELS (Journal of English Education and Linguistics Studies) 4, Nr. 1 (11.05.2017): 81–103. http://dx.doi.org/10.30762/jeels.v4i1.332.

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The primary objective of this paper is to assert the contribution of qualitative research in ELT. This paper has presented qualitative theories and features advantages and limitations, the criteria of good qualitative research, and analysis of two articles based on Tracy’s model. The analysis result showed that both articles have some limitations such as the uncovering of potential resources and perspectives on how effective extensive reading programs should be implemented in tertiary education in Indonesia. However, most of the criteria that Tracy established were found in these articles, such as relevance of the area of study, timeliness and significance; sufficient, abundant, appropriate and complex use of theoretical constructs, as well as data collection and analysis processes. Keywords: Qualitative Research, English Language Teaching, Tracy’s model.

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Jazuly, Ahmad, Ninuk Indrayani und Nostalgianti Citra Prystiananta. „The Teaching of English in Indonesian Primary Schools: a Response to the New Policy“. Linguistic, English Education and Art (LEEA) Journal 3, Nr. 1 (22.12.2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

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Dissertationen zum Thema "English language Study and teaching (Primary) Indonesia"

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Chan, Wai Tsz Ethel. „A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation“. HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.

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Chan, Pik-shan Esther, und 陳碧珊. „Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.

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Emilia, Emi. „A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia“. Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.

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Kennedy, Elizabeth Anne. „The oral interaction of native speakers and non-native speakers in a multicultural preschool : a comparison between freeplay and contrived NS/NNS dyads“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28082.

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While researchers generally recommend a 1:1 ratio of native speakers (NSs) to non-native speakers (NNSs) be maintained in multicultural preschool classrooms, these- ideal proportions are often unrealistic in regions where populations reflect high concentrations of ethnic groups. In these areas, where enrolments usually consist of a majority of NNSs, pedagogical modifications may be necessary to ensure second language learners are exposed to sufficient amounts of 'meaningful target language input' which is considered essential for second language acquisition (Krashen, 1979). This study investigated the effects of deliberate pairing on NSs and those NNSs who had low English language proficiency (L) in one multicultural preschool where NNSs outnumbered NSs by 3:1. Four NS subjects were videotaped, employing a multiple baseline design, as they interacted with their peers during a math game activity time. The effects of the treatment on four interactional measures were analysed using Ruvusky's statistic. Results, as predicted, indicated significant differences for three of the four measures. When deliberately paired, both NSs and NNSs(L) took more turns, and NSs uttered significantly more directives to their NNS(L) peers than they did during the freeplay situation. -Deliberate pairing of NSs and NNSs(L) has been shown to be a successful technique for exposing NNSs(L) to increased levels of target language input in this multicultural preschool. Implications for teachers are outlined and the role of NSs in multicultural classrooms is discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Lo, Pik-yee, und 盧碧儀. „Formative assessment in English language education in local primary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37365654.

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Li, Sau-fun Ocean, und 李秀芬. „The implementation of ICT in teaching English in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.

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Do, Juhyun. „EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.

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Woo, Matsuko. „Collaborative writing with Wikis in upper primary English language classrooms“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179263.

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Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in educational environments. These studies have dealt with topics such as exploring the potential of their use, what effect they might have on student learning, and how effectively they can be used with appropriate instructional practice. However, whether these findings conducted on the tertiary and high school levels are applicable to young learners of English as the second language (L2) in primary levels have yet to been examined. This study investigated how wiki’s key affordances might help in scaffolding students during collaborative writing projects among primary five and six students (n=119) in a Chinese primary school in Hong Kong, where English is taught as the L2. Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Data was collected and analyzed from both non-wiki collaborative writing prior to a wiki intervention and the other from wiki supported collaborative writing after the intervention. Employing a mixed methods design, both quantitative and qualitative data were analyzed from student and teacher interviews, student and teacher questionnaires, and from activities recorded in the wiki system, including posted edits and comments and students’ group writings. To understand human activity in a complex classroom environment, activity theory was used as an analytical lens to help examine and compare the learning processes and their outcomes in the two different collaborative writing environments. The study found that the use of a wiki in three upper primary classes was perceived positively, with the wiki's technology affordances matching positively with the required tasks of collaborative writing. The key affordances from wiki collaborative writing supported and enhanced the learning tasks required of the nonwiki collaborative writing. These affordances, available in wiki collaborative writing, also helped overcome some of the constraints and limitations observed in non-wiki collaborative writing and helped to enhance writing and social skills necessary for collaborative writing tasks. When some of the key affordances -- temporal and access control applications which provided an online platform for peer comments and history pages to track student’s editing processes -- were combined together, they can become a powerful tool for peer feedback and peer editing leading to meaningful revision processes. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making, mainly content meaning versus surface level, and it may have helped improve student group writing. Examining the two collaborative writing environments within the framework of activity theory revealed the dynamic changes and development of the activity system through tension and contradiction among the components of the activity structure. The tension and contradiction among the tools, the community of learners and the objective of their tasks – tension and contradiction which was caused by the need to implement group writing within the given curriculum time -- seemed to have decreased after the introduction of the wiki technology. Findings may shed light on how wikis can help provide necessary support for students’ collaborative writing and how peer-feedback can influence this process. It may help provide practical recommendations for primary school English language teachers and help researchers and educators understand the potential that Web 2.0, specifically wikis, can bring to scaffold primary-school L2 writers in collaborative learning.
published_or_final_version
Education
Doctoral
Doctor of Education

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王佩雯 und Pui-man Jennie Wong. „Learning English as a second language: the strategies of primary six students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958321.

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Su, Tzu-Chen. „Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

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Bücher zum Thema "English language Study and teaching (Primary) Indonesia"

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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

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Primary English. London: Paul Chapman Pub., 2000.

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Teaching English in the primary classroom. London: Longman, 1992.

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Govier, Heather. Primary school English policy. Peterborough: First & Best in Education, 1997.

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Eyres, Ian. English for primary and early years. 2. Aufl. Los Angeles: SAGE Publications, 2007.

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Richard, Knott, Hrsg. The primary language book. Milton Keynes: Open University Press, 1988.

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The primary language book. 2. Aufl. Buckingham: Open University Press, 1993.

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Drama in primary English teaching. London: David Fulton, 1998.

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Clipson-Boyles, Suzi. Drama in primary English teaching. London: D. Fulton, 1998.

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Teaching about language in the primary years. London: David Fulton Publishers, 1997.

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Buchteile zum Thema "English language Study and teaching (Primary) Indonesia"

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Makalela, Leketi. „Rethinking the Role of the Native Language in Learning to Read in English as a Foreign Language: Insights from a Reading Intervention Study in a Rural Primary School in South Africa“. In International Perspectives on Teaching English to Young Learners, 141–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_8.

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„Faith and Learning Integration in ESL/EFL Instruction: A Preliminary Study in America and Indonesia“. In Christian Faith and English Language Teaching and Learning, 139–59. Routledge, 2013. http://dx.doi.org/10.4324/9780203337738-18.

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Sabani, Noraisikin, Anita Jimmie und Hanin Naziha Hasnor. „English and Arabic Language Learning Environments“. In Global Perspectives on Teaching and Learning Paths in Islamic Education, 178–204. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch010.

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The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

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Hernández-Castillo, Núria, und Maria Pujol-Valls. „Fostering Cultural Awareness Through Storytelling at a Multilingual Primary School“. In Teaching Literature and Language Through Multimodal Texts, 114–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch007.

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This chapter is a contribution to teacher education and teacher development studies in the field of plurilingualism and intercultural development through critical reflection. It presents a teaching proposal based on the use of a multimodal literary text for the promotion of intercultural awareness and translanguaging practices at its heart. The teaching proposal, which was implemented in a primary education class from a multilingual school in Catalonia in 2015, was designed ad hoc on the basis of relevant research works on TLA, plurilingualism, and intercultural awareness, and in the light of the interviews conducted before and after the implementation in the workfield. The study was carried out in an English as an additive language class to look into the teaching opportunities of storytelling and picture books to foster interculturality and effective language learning practices with a communicative approach.

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Pinto-Llorente, Ana María. „Pre-Service English Teachers' Perception of the Practicum Experience“. In English Language Teaching in a Post-Method Paradigm, 302–18. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch013.

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The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.

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Ramirez, Erika. „Assessing Young Language Learners“. In Advances in Early Childhood and K-12 Education, 45–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch003.

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In Chile, as in other countries that have been following an international trend the past decades, the age children start learning English has lowered. So, it has become imperative that teachers acquire the proper knowledge to instruct these young learners. However, it is common to find in language classrooms across the country teachers who do not have such training. This reality creates challenges in areas such as assessment, materials design, and professional development. This chapter presents a study that explores how Chilean teachers of English without previous experience or training in Teaching English to Young Learners (TEYL) assess children in primary schools. Through an online survey, data was collected from 56 participants from the central zone of the country. The findings of this study are in line with those of previous studies conducted in different countries over the world, which suggests that the main issues regarding TEYL are cross-cultural.

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Kırkgöz, Yasemin. „Development and Assessment of a Foreign Language Curriculum for Primary Education in Turkey“. In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 321–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch015.

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This study investigates Turkish primary EFL teachers' perspectives of the nation-wide initiation of English in primary grade two and grade three classes as part of a curriculum renewal process, and aims to gain an in-depth understanding of teachers' experiences in implementing the curriculum effectively. Following a discussion of the foreign language teaching in Turkish context, the first part of the study examines the process of designing the new ELT curriculum, giving an outline of curriculum objectives. Then, the research study is presented. After that, a questionnaire survey with Likert scale items and open-ended questions is employed to explore teachers' (n=250) perspectives of the new ELT curriculum and their experiences during the implementation process. Data were analyzed statistically and qualitatively. Results indicate that teachers have positive perspectives of the new ELT curriculum, yet they express some concerns about implementing it effectviely in young learner classes. Recommendations for teacher development and future research are made in the end.

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Huertas-Abril, Cristina A. „Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training“. In Theoretical and Practical Approaches to Innovation in Higher Education, 17–41. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1662-1.ch002.

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This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

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Lourenço, Mónica, und Ana Raquel Simões. „Teaching and Learning for Global Citizenship in the EFL Classroom“. In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 86–106. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch005.

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This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

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Utami, Athifah, und Francisco Javier Palacios Hidalgo. „Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education“. In International Perspectives on Modern Developments in Early Childhood Education, 154–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.

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Konferenzberichte zum Thema "English language Study and teaching (Primary) Indonesia"

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Ramadhani, Reski, Siti Nuraeni Muhtar, Anugrah Imani und Yayan Carlian. „Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia“. In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216602570264.

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Trisnawati, Meri, Sajidin und Dian Ekawati. „EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia“. In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Maisyafriana, Adelina Siahaan und Evi Mala Wijayanti. „The Implementation of Integrated Curriculum in the Primary School: A Case Study of Sekolah Alam Cikeas“. In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.014.

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Madjdi, Achmad, Atik Rokhayani und Muh Syafei. „Empowering Teaching Materials Of Approaches And Methods In English Language Teaching (Amelt) Subject Matter Through Lesson Study“. In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288097.

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Fajriah, Yustik, Anne S und Lucky Nurjamin. „How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)“. In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286089.

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Budiarta, I. Wayan, und Ni Wayan Kasni. „Application of the ESA (Engage, Study, Activate) Method in English Teaching for First Grade Students in Primary Schools“. In Proceedings of the 2nd Warmadewa Research and Development Seminar (WARDS), 27 June 2019, Denpasar-Bali, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.13-12-2019.2298903.

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Aimah, Siti, Dwi Rukmini, Mursid Saleh und Dwi Linggar Bharati. „Pedagogical Content Knowledge: Teaching Preparation for Pre-Service English Teachers (A Case Study at Universitas Muhammadiyah Semarang)“. In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285328.

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Anggraeni, Candradewi. „Engaged Learning in MOOCs for Teaching Professional Development in the Cyber Era: A Study of Autoethnography“. In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285304.

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Qi, Cong. „A Comparative Study on the Professional Identity of Primary School English Teachers of Korean Nationality from the View of Teaching Age*“. In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.108.

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Hamida, Layli. „The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.

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