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Journal articles on the topic 'Assistant Language Teacher'
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1
Keane, Lisa, and Laura Rogers. "Using What You Have: Training Teacher Assistants as Speech-Language Assistants." Perspectives on School-Based Issues 10, no. 1 (March 2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.
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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.
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Ergenç, Leman. "„So Many Languages I Have Studded – Persian, Arabic, Azerbaijani, Turkish and … at the End Assistant Teacher“." Balkanistic Forum 30, no. 2 (June 1, 2021): 11–21. http://dx.doi.org/10.37708/bf.swu.v30i2.1.
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The story of Leman Ergenç, professor of Linguistics about her life in Bulgaria and Turkey. She was born in 1937 in Harmanli. In 1955 she graduated from Turkish Pedagogical School in Sofia and departed for Baku, where she studded Turkish Language and Literature and Psychology as a second subject. When she turned to Bulgaria she worked as assistant – teacher, translater in the Plovdiv library and teacher. In 1967 she emigrated to Turkey – she was invited by her relatives in Edirne to be their guest and decided not to turn back to Bulgaria. At the beginning she worked as high school teacher in the town and then she started her job as teacher of Russian language at Ankara University. Later she founded Bulgarian Philology in Ankara University.
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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.
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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.
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Baker, Lottie. "From learner to teacher assistant: Community-based service-learning in a dual-language classroom." Foreign Language Annals 51, no. 4 (October 9, 2018): 796–815. http://dx.doi.org/10.1111/flan.12363.
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Hasanah, Nurul, and Pratiwi Tri Utami. "Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View." English Language Teaching Educational Journal 2, no. 3 (February 29, 2020): 112. http://dx.doi.org/10.12928/eltej.v2i3.1134.
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Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.
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Sadighi, Firooz, Fatemeh Jamasbi, and Sara Ramezani. "The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy." Theory and Practice in Language Studies 8, no. 9 (September 1, 2018): 1246. http://dx.doi.org/10.17507/tpls.0809.21.
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Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group’s opinion about their teacher’s assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation.
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Wishart, Jocelyn. "Challenges faced by modern foreign language teacher trainees in using handheld pocket PCs (Personal Digital Assistants) to support their teaching and learning." ReCALL 20, no. 3 (August 21, 2008): 348–60. http://dx.doi.org/10.1017/s0958344008000736.
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AbstractThis study addresses the challenges faced by Modern Foreign Language teacher trainees when asked to investigate the potential of a Personal Digital Assistant to support them both in their learning and in their teaching during their training year. Personal Digital Assistants (PDAs) such as the Windows Pocket PCs used in this study have previously been found supportive by trainees in other professions with a large information content. Modern Foreign Languages (MFL) was chosen as the subject for this investigation as a particularly wide range of potential opportunities specific to MFL was foreseen. These opportunities ranged from supporting student teachers' learning by enabling access to email and other internet resources wherever they were based to enabling ‘on the spot’ audio or video recordingto support their teaching. For this investigation, seven student teachers from an MFL initial teacher training programme were loaned PDAs for the duration of their course. This paper reports on interviews conducted at the end of the training year with six of the student teachers in order to elicit their views on the PDAs they were loaned. They were all experienced information technology users and willing to explore the devices but there had always seemed to be a preferred alternative technology available either at home or in the classroom. Their reports shed much light on the current climate in schools and subject culture pressures as interpreted by student teachers in MFL departments but told us only a little about the functionality of a PDA and how it can support mobile assisted language learning. The socio-cultural context within the MFL departments where the trainees were placed meant that they did not feel comfortable about exploring the PDA functionality. They were not yet confident in their pedagogical identities and mostly felt they could not disrupt the established practice with the novel technology. However, when the devices were used, applications that appeared most effective in supporting learning to teach MFL with PDAs were those that enabled the capture of on-the-spot events and reflections. This could be either through the inbuilt recording functions, especially video, or by making notes using either the on-screen keyboard or by handwriting recognition.
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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.
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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recruitment and how their 'nonnativeness' reconfigure their identity as nonnative English speaker teachers (NNESTs) and Filipino migrants. Data from in-depth interviews and focus group discussions of Filipino ALTs and Japanese teachers show that English is both motivation and vehicle for migration and settlement for the Filipino teachers. “Nonnativeness” requires from them reconfiguration of their identity which entails them to sound native, counteract perceived forms of discrimination and assess their roles in the spread and use of English. This “nonnativeness” is a repudiation of their skills and qualifications as English teachers thus, paving the way for an interrogation of language ideologies, and of linguistic and racial identities.
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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, and Satoko Sugie. "Global Teacher Training Based on a Multiple Perspective Assessment." International Journal of Information Systems and Social Change 2, no. 1 (January 2011): 16–30. http://dx.doi.org/10.4018/jissc.2011010102.
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The main objective of this project is to design and implement Web-based collaborative environments for a global training based on a multiple perspective assessment for future and novice ALTs (Assistant Language Teachers) who will come to Japan from various parts of the world. The system was created in order to give better chances to acquire professional knowledge in advance with support from experienced senior teachers, both Japanese teachers and former ALTs. Computer Support for Collaborative Learning (CSCL) was adopted as a platform for their online discussion with much focus on multiple perspective assessment to support social and personalized aspects such as individual accountability and contribution to the collaboration. Initial results are reported using the analysis of system design and the Web-based questionnaire answered by the participants involved in this knowledge-building forum.
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Siwei, Yue, and Wang Xuefei. "Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of “Research Methodology” Course." English Language Teaching 12, no. 3 (February 18, 2019): 191. http://dx.doi.org/10.5539/elt.v12n3p191.
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This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures’ inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teacher participation meet the expectation of students in spite that the teacher participation is over-performed. Meanwhile, the pedantic attribute of the course remains even with an attempt to diversify the lecture inputs and to reduce the ratio of English to Chinese as the working language in lectures. This study suggests that the general courses of theoretical knowledge should be put off to the second year of university. Flipped classroom philosophy is recommended where the pre-class preparation is enforced and the teacher performs as a learning assistant for the students when executing research projects.
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Alemi, Minoo, Ali Meghdari, and Maryam Ghazisaedy. "Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools." International Journal of Humanoid Robotics 11, no. 03 (September 2014): 1450022. http://dx.doi.org/10.1142/s0219843614500224.
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This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their first year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about five weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a significant difference regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very influential in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics fields.
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Tregubov, Vladimir N. "The use of artificial intelligence techniques for distance learning." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 2 (June 24, 2021): 222–27. http://dx.doi.org/10.18500/1819-7671-2021-21-2-222-227.
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The article describes some practices of voice recognition technologies based on artificial intelligence to improve the educational process in a remote format. This is relevant to modern remote education environment. The author presents an analysis of existing approaches to the use of artificial intelligence technologies in the educational process. Elements of artificial intelligence in a specialist software make the educational process more modern and convenient both for the learner and the teacher. One of the implementations for a natural user interface is a voice-user interface, which recognizes words to understand spoken commands and to answer questions, it converts the text into speech. The author has carried out an analytical review of implementations of specialized applications for Yandex assistant in which, the voice interface is used to improve children's language skills. Algorithm development of an application for Google assistant which uses voice recognition technologies and artificial intelligence for for teaching a foreign language is described. The application can be used in the educational process for teaching academic English; it also allows to increase English vocabulary, train the construction of grammatically correct scientific expressions, and memorize scientific language patterns.
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Gorsuch, Greta. "Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities." education policy analysis archives 9 (March 27, 2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.
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In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku) activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational), and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.
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Eroglu, Mehmet Ali. "Integrating Digital Tools for Teaching of Writing Expression in Turkish Language." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 34–41. http://dx.doi.org/10.18844/ijlt.v11i1.1031.
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Web 2 is one of the most important tools among the internet users. At this paper, it is given the answer to question “how can it be integrate social web tools into education?”It’s focused on written expression of Turkish teaching for adults. It will be explained a process of implementation for a semester period. Students are selected from different profession departments. Each week has focusing a different subject. There are two hours regular, a few practical lectures. It’s given brief information what and how they use tools in class. Most of the students are aware of selected tools which is integrated into teaching subjects but they do not know how they use. It has been asked to use integrated applications as voluntary by students. A few students are refused to use some tools from different reasons. Some other students try at first time. 10 voluntary assistant has been appointed from among them to help others. They support friends about using integrated app. and collaborate with the instructor on evaluation.At this research period show us that how can be new generation students adopt into written integrated teaching system. Privacy setting is offered students as follows:To share their writing expression as a publicTo share their writing expression as inside the friendsTo share their writing expression as assistants and instructor for evaluationTo share their comment and likes about friends’ writing expressionTo share their opinion in class but it is too limited because of not enough time.Teaching writing expression’s aim is that, it is able to express students’ ideas clearly. Students get knowledge progress from, not only teacher but also their friends and others. Integrated teaching methods with tools is not only in class but also where students are moodle lms Keywords: Turkish Language; Writing Expression; Motivation; Learning Strategies; Self-Regulation.
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Qiu, Xin. "Virtual reality as a tech tool for students studying Russian in China." Russian Language Studies 18, no. 3 (December 15, 2020): 328–41. http://dx.doi.org/10.22363/2618-8163-2020-18-3-328-341.
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The article analyses the experience of implementing virtual reality (VR) in foreign language teaching, particularly teaching the Russian language in Chinese universities. Basing on different approaches and the results of applying VR in practical classes at the Russian Language Faculty of Sichuan University, the research on the effectiveness of VR technologies has been done in terms of stimulating Russian language learners motivation, enhancing their knowledge, strengthening their language capability, developing basic oral Russian, as well as improving the quality of teaching Russian in a non-native environment. The research subject is determined by the transformation of the educational process among students with a relatively good language capability. The novelty and actuality of the topic are due to the following factors. Firstly, it is modelling situations with real-world samples when the organizer of educational process makes it immersive by using computer and recordings. Secondly, auto-reading module can be used. Thirdly, the system can check the consistency between the original text and the one recognized by voice recognition module. The author reviews indicators of the experiment, aimed at assessing teaching results and summarizing the changes in knowledge acquiring with using VR technologies at the Russian Language Faculty of Sichuan University. According to the results of the survey, the author studies the pros and cons of the changes brought by VR and concludes the opinions of the tested students and teachers participating in the experiment. The results of the experiment illustrate changing roles of teachers and students. To be specific, the teacher is no longer a simple organizer, but a supervisor, assistant and consultant, playing a supporting role. Students gradually master the functions of training systems. It stimulates them to work independently under VR. This has been proved by the students results in the semester exam and the state accreditation test of translators. Besides, the statistical data are presented on the differences between the traditional model of language teaching and the one under VR.
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Vega, Fàtima, Marta Gràcia, and Carles Riba. "Collaborative counselling: influence on the teaching professionals’ conceptions as promoters of children’s communication and language." Journal of Psychologists and Counsellors in Schools 30, no. 2 (March 30, 2020): 227–45. http://dx.doi.org/10.1017/jgc.2019.25.
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AbstractThis article presents the results of an action-research project. The project consisted of a reflection process involving a year-long collaboration between a teacher, a teaching assistant and a speech therapist in a special education school, together with two researchers acting as counsellors. The reflection process sought to promote changes in the participants’ approaches to working on communication and language in the classroom. This article sets out to identify and describe the processes of change in the three teaching professionals’ conceptions of communication and language teaching and learning, and about their teaching role. The collaborative counselling lasted 32 weeks and consisted of a total of nine group counselling (GC) sessions. All of the nine GC sessions were transcribed in order to analyse the changes in the teaching professionals’ discourse. The ATLAS.ti 7.0 program was then used to select speech quotations and to group them into thematic clusters based on content analysis. The results indicate that the teaching professionals’ conceptions subtly changed during the collaborative counselling process; specifically, their conceptions about how to develop communication and language, classroom interaction, the educator’s role, organisation of context and curriculum planning.
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Ильина, О. К. "BLENDED METHODS OF TEACHING THE ENGLISH LANGUAGE OF PROFESSION." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 2(50) (June 16, 2021): 67–77. http://dx.doi.org/10.36622/vstu.2021.47.72.005.
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Постановка задачи. В условиях информационного общества, делающего акцент на самообразовании, изменились способы подачи учебного материала и работы над ним. Благодаря использованию информационно-коммуникационных технологий, в образовательную среду прочно вошло смешанное обучение, являющееся новым образовательным подходом. В этой связи важно, чтобы как преподаватель, так и студент владели навыками, сочетающими дистанционные и традиционные методы обучения. Результаты. В предлагаемой статье в рамках обучения английскому языку профессии «реклама и связи с общественностью» рассматриваются такие формы смешанного обучения, как «перевёрнутый класс» и ситуационный анализ, которые изменяют последовательность прохождения материала и делают учебный процесс более творческим и привлекательным по сравнению с традиционными методами обучения, что повышает эффективность усвоения знаний. Выводы. Методы «перевёрнутого класса» и ситуационного анализа в полной мере соответствуют современному этапу развития образования, который ставит творческую деятельность в центр процесса обучения; делает самообучение ведущей образовательной формой; нацеливает на образование в течение всей жизни; изменяет роль преподавателя, превращая его из единственного источника получения знаний в консультанта и помощника в решении конкретных проблем; требует индивидуализации процесса обучения, учитывающей интересы и возможности студента. Statement of the problem. In the information society, which focuses on self-education, the forms of presentation of educational material and work on it have changed. Due to the use of information and communicative technologies, blended learning, which is a relatively new educational form, has firmly entered the educational environment. In this regard, it is important that both the teacher and the student have skills that combine distant and traditional learning methods. Results. The article examines the techniques of the flipped classroom and case study in teaching the English language of advertising and public relations, which change the sequence of work and make the educational process more creative and attractive compared to traditional teaching methods. Conclusion. The flipped classroom and case study methods are fully consistent with the current stage of education development, which puts creativity at the center of the learning process; makes self-study the leading educational form; aims at lifelong learning; changes the role of the teacher, turning him/her from the only source of knowledge into a consultant and assistant in solving specific problems; individualizes the learning process, taking into account students’ interests and capabilities.
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Halytska, Mayya, and Nataliia Rekun. "Polyvariance of the teaching roles within the esp course." Pedagogical Process: Theory and Practice, no. 4 (2018): 57–63. http://dx.doi.org/10.28925/2078-1687.2018.4.5763.
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The article focuses on the results of the analysis of the various psychological and pedagogical roles of the English for Specific Purposes/ESP teacher which are actualized in the process of professional training within the ESP course. It has been specified that the level of methodological competence of the ESP teacher is determined, in particular, by the ability to choose behavior patterns and combine roles that are appropriate in a particular educational situation. Due to the psychological theories of interaction the range of teaching roles has been determined in the context of pedagogical interaction between ESP teacher and ESP students, thus, gradual transformation of the guardian and mentor position to the role of partner, co-worker, colleague, accomplice, co-author, collaborator has been grounded. Considered in the article is the concept of pedagogical facilitation as an innovative approach to ESP training. Identifying facilitation with the notion of pedagogical management made it possible to emphasise on the managerial, adaptive, organizational and consultative functions of the ESP teacher, therefore, the roles of manager, supervisor, attendant, assistant, consultant, counsellor have been outlined. The role of facilitator within ESP teaching is regarded as a complex concept which comprises the positions of consultant, moderator, and tutor. The significance of such teaching position in ESP training has been substantiated primarily due to the specific target learners of the ESP courses who fundamentally differ from the students of the general language courses in terms of their theoretical and practical professional background.
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As Sabiq, Agus Husein, and Muhammad Ikhsanul Fahmi. "Mediating Quizzes as Assessment Tool through WhatsApp Auto-response in ELT Online Class." Langkawi: Journal of The Association for Arabic and English 6, no. 2 (December 26, 2020): 186. http://dx.doi.org/10.31332/lkw.v6i2.2216.
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Although extensive studies have been conducted on the use of WhatsApp in language teaching and learning, little empirical research has been conducted to explore the use of WhatsApp modified with artificial intelligence called auto-responder as a media for assessment. To fill this void, this research aims to explore the use of WhatsApp Auto-response developed by the teacher to mediate quizzes as the assessment tool in an online English class. This research was carried out in a Vocational High School in Banyumas Regency, Indonesia, with an English teacher and his 36 students. The researchers used documentation, structured interviews, and open-ended questionnaires to collect the data. The researchers found that modifying WhatsApp with auto-responder made the online assessment more objective, accountable, transparent, easy-to-access, and easy-to-operate for both teacher and students. WhatsApp Auto-response could encourage students’ autonomous learning because they could directly know their scores and the discussion of each question. Thus, students had more interest and motivation to get a higher score. However, unstable internet connection and slow response from the application should be resolved to make it better for learning. The findings imply that supporting teaching with the technological advancements of artificial intelligence in WhatsApp can provide students with realistic self-guided learning. With WhatsApp's popularity as a learning tool nowadays, its features can be embedded with chatbots that can give many advantages as a teacher assistant, especially for facilitating assessments.
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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.
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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.
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Hiratsuka, Takaaki, and Koichi Okuma. "“I Can Teach Alone!”: Perceptions of Pre-service Teachers on Team-Teaching Practices." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (May 1, 2021): 11. http://dx.doi.org/10.37546/jalttlt45.3-2.
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Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has met with widespread approval and attracted great empirical attention. It is notable, however, that no study to date has explored the perceptions of pre-service teachers on team-teaching practices. The absence of such research is surprising and regrettable, considering that pre-service teachers are required under the new national foreign language curriculum to gain a deep understanding about team teaching in their teacher training courses and that they will inevitably team teach English with ALTs in their future careers. In this study, we collected data from three pre-service teachers on this subject through semi-structured interviews. From the data, three dialectics with regard to team-teaching practices were inferred: (a) encouraging/intimidating, (b) helpful/burdensome, and (c) worthwhile/unnecessary. Based on these findings, suggestions are provided for addressing these ambivalent perceptions towards team teaching in pre-service teacher training courses. 日本人英語教師(JTE)と外国語指導助手(ALT)によるティームティーチングは各方面から高く評価されている。同時に、それを題材にした様々な学術研究が行われてきた。しかし、教員養成課程学生が抱くティームティーチングへの認識に関する研究は、現在まで行われていない。その学生達が大学講義や教育実習中、更には将来正規教員としてティームティーチングに携わることを考えると、これは極めて遺憾なことである。本研究では半構造的インタビュー手法を用いて、教員養成課程学生からデータを収集した。その結果、それらの学生は(a)励み・恐れ、(b)有益・負担、(c)有意義・不必要、といった複雑な思いをティームティーチングに対して抱いていることが明らかになった。本論では最後に、教員養成課程においてティームティーチングを扱う際の留意点を提示する。
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Tada, Wendy. "Pre-service Teachers’ Perceptions About a Course Including Conversation Practice with Teacher Training Students from Abroad." Language Teacher 45, no. 2 (March 1, 2021): 3. http://dx.doi.org/10.37546/jalttlt45.2-1.
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This study aimed to identify pre-service teachers’ views and experiences after participating in a compulsory communication course including impromptu conversation practice with exchange students as well as to make recommendations for future courses by understanding their views through their prior experiences. Their past experiences are extremely likely to influence their ability to communicate with assistant language teachers (ALTs) in Japanese schools especially in relation to impromptu conversations. Thus, in 2019, a communication course was developed for first-year pre-service teachers that included impromptu conversation practice for three lessons with six teacher training students (TTSs) on MEXT scholarships and two exchange students. After the course, Japanese students completed a survey and the results indicated that due to the conversation practice many students grasped a better understanding of their language ability, gained motivation to communicate with foreigners, and most students felt three or more lessons are suitable for such practice. The results underscore the need for classes focusing on impromptu conversation practice to better prepare pre-service teachers to work with ALTs. 本研究は、交換留学生と即興で行う会話練習を含む、必修のコミュニケーションコースを受講した教育実習生たちの経験や見解等を調査し、その調査結果から得られる教育的示唆を明らかにすることを目的としている。教育実習生たちの事前の学習経験は、実際の教育実習で彼らが外国語指導助手（ALT）とコミュニケーションをとることができる能力、特に即興でやりとりすることができる能力に、きわめて大きな影響を与えると予想される。それゆえ、筆者は、2019年に交換留学生2人と日本の文部科学省（MEXT）の資金援助を受けている教員研修留学生(TTS)6人が参加する3コマ（1コマ90分）の会話レッスンを含むコミュニケーションコースを開設し、同コースに参加した1年生の教育実習生27人に対して調査を行った。その調査結果によれば、留学生との会話練習は、多くの学生に自分の言語能力をより良く理解させ、外国人とコミュニケーションを図ろうとする意欲を向上させるものであった。また、大分部の学生は3コマ以上の会話レッスンが適切であると感じていた。この調査結果は、ALTと将来一緒に授業をする教育実習生のレベルを向上させるためには、即興で行う会話練習に焦点を当てたクラスが必要であることを強く示している。
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Dalleo, Raphael. "The Work of Teaching Literature in the Age of Mechanical Education." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1471–79. http://dx.doi.org/10.1632/pmla.2016.131.5.1471.
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Working for More Than Fifteen Years in Public Universities—First as a Graduate Teaching Assistant, then as a Nontenure-track full-timer, finally making my way onto the tenure track—taught me a great deal about how public education works and literature's place in a world where the concepts of the public and education are devalued if not attacked. J. M. Coetzee's novel Disgrace stages some of the challenges of teaching literature in the contemporary university. The novel's protagonist, David Lurie, is a Romanticist struggling to connect with his students: “[H]e does not expect them to know about fallen angels or where Byron might have read of them. What he does expect is a round of goodnatured guesses which, with luck, he can guide toward the mark.” He is disappointed by the virtual impossibility of this task: “[H]e has long ceased to be surprised at the range of ignorance of his students. Post-Christian, posthistorical, postliterate, they might as well have been hatched from eggs yesterday” (32). In this context, he thinks—and readers probably agree—that he is “no great shakes as a teacher” (63).
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Setiawan, Budi, Sunardi, Gunarhadi, and Asrowi. "TECHNOLOGY AND LANGUAGE LEARNING: VOCATIONAL HIGH SCHOOL GRADUATE STUDENTS’ PERSPECTIVES ON TOEIC TEST." Humanities & Social Sciences Reviews 8, no. 3 (June 6, 2020): 695–701. http://dx.doi.org/10.18510/hssr.2020.8374.
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Purpose of the study: This study aims to investigate graduate vocational high school students' perspectives on the use of technology in language learning (e.g., iPad, Personal Data Assistant, computer tablet, and smartphone) for international language testing. Based on the test-takers' data from 2017-2018, the results of the TOEIC score showed continuous descending or unstable performances.
Methodology: It is mixed-method research as the design by involving twenty-five graduate students of vocational high schools situated in Surakarta city. The convenience sampling was taken to cope with the different English proficiency. Open-ended questions and questionnaires become the primary instruments applied to get comprehensive data from them.
Main Findings: The result of this study shows that a self- study and fun condition are achieved by using mobile learning technology to enhance TOEIC language learning. Conducive learning is created, as stated by 92% of graduate students, to project mobile learning to be able to facilitate them in learning TOEIC language proficiency test.
Applications of this study: These findings from this research bring benefits for the vocational high schools, both state and private, as the reference for a further policy of conducting the instructional process in TOEIC language proficiency test to gain projected score required by related workings industry especially in Surakarta city and Indonesia.
Novelty/Originality of this study: As most of the instructional process of TOEIC learning implemented by speech and teacher-centered in the class, the inclusion of technology brings new perspective and paradigm not only effective and efficient way of achieved passing grade score but also allow them to be independent, confident and gain more their problem-solving skill.
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Thornburg, Devin G. "Intergenerational Literacy Learning with Bilingual Families: A Context for the Analysis of Social Mediation of Thought." Journal of Reading Behavior 25, no. 3 (September 1993): 323–52. http://dx.doi.org/10.1080/10862969009547820.
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This research initiative was undertaken to examine the effects of an intergenerational literacy program, held weekly for 2 hours over a 6-month period, on the measured English proficiency of nine bilingual families (9 parents, 15 children). The research was also conducted to explore the relationships among changes in the participants' use of identified categories of discourse during literacy activities and changes in their second-language competency on tests of literacy. Program goals were to encourage the parents to read storybooks to their children in the home as well as to provide literacy-based activities to family members, including storybook reading, hands-on projects related to the stories read, formal English instruction for the parents, and free play for the children. Sixteen observations (24 hours) of participants' discourse were conducted by the researcher and an assistant using a format adapted from research of family-based literacy learning and classroom discourse; semi-structured interviews with parents and teachers were also held. Results of pre-post comparisons of children's scores on the PLS and parents' scores on the CTBS revealed significant improvements. Frequencies of identified categories of parent-and-child discourse between the third and fifteenth observations were also compared and revealed several significant differences. Significant correlations were also found between participant test scores and differences in their use of identified categories of discourse. These empirical results, as well as descriptive findings, are interpreted using Vygotsky's (1978, 1987) sociocultural theory of learning. It is proposed that teacher scaffolding strategies, as well as the parents' and children's efforts to linguistically mediate each other's learning, were integral to the gains in the families' second-language proficiency.
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Nuzhnova, N. M. "Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north." Science and School, no. 1, 2020 (2020): 79–89. http://dx.doi.org/10.31862/1819-463x-2020-1-79-89.
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The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.
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Bajt V, V., G. Gračner G, and A. Škrobonja. "Professor Josip Ubl's contribution to the development of veterinary medicine in Croatia." Veterinární Medicína 46, No. 6 (January 1, 2001): 175–80. http://dx.doi.org/10.17221/7873-vetmed.
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Numerous data point to the fact that Czech people played an important role in the cultural development of Croatia. Professor Josip Ubl was one of the many outstanding Czech veterinarians who greatly contributed to the Croatian veterinary medicine. Prof. Josip Ubl was born on the 4th April 1844 in Chudenice, in the Plzeň district. He descended from a respectable family, which highly influenced his schooling. He finished his primary and secondary education at his birthplace. He graduated from the k. u. k. Militär-Thierartznei-Institute in Vienna in 1867. Prof. Josip Ubl first worked as an assistant lecturer and as a professor of animal husbandry and veterinary medicine at the School of Farming and Farming Crafts in Doubravice near Loštice and Mohelnice in Moravia. Later on he was appointed a teacher of veterinary medicine, animal husbandry, anatomy and zoology at the Kraljevsko gospodarsko-šumarsko učilište i ratarnica (Royal School of Farming and Forestry) in Križevci in Croatia. He was an exceptionally prolific writer and wrote seven veterinary manuals. Besides being an outstanding teacher he was also engaged in social work and was awarded for his contribution to this field of work several times. As the author of the first veterinary works in Croatian language and the creator of the Croatian veterinary terminology he has gained a prominent place in the history of Croatian veterinary medicine.
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O'Carroll, Shelley. "An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 7–26. http://dx.doi.org/10.4102/rw.v2i1.10.
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This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.
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Hahn, Aaron. "Training Teachers." Language Teacher 37, no. 3 (May 1, 2013): 19. http://dx.doi.org/10.37546/jalttlt37.3-3.
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Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes. 過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。
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Ishino, Mika. "外国人指導助手（ALT）の教師的役割を形成する英語教師の振る舞い—中学校のティームティーチング授業を対象とした会話分析研究—Promoting Assistant Language Teachers’ Roles in Team-Teaching Classrooms: A Conversation Analytic Study in Japanese Junior High Schools." JALT Journal 43, no. 1 (May 1, 2021): 61. http://dx.doi.org/10.37546/jaltjj43.1-3.
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近年の学校英語教育では、英語を母語とする外国人指導助手（Assistant Language Teacher：ALT）と、日本語を母語とする英語教師（Japanese Teacher of English：JTE）が共に授業を行うティームティーチングが推奨されている（文科省，2016）。しかし実際の授業ではALTの役割が軽視されるという問題が指摘されてきた（Tajino & Tajino, 2000）。本研究ではこの問題を背景に、授業におけるJTEのどのような振る舞いがALTの役割を軽視、または重視することにつながるのかを明らかにする。中学校におけるティームティーチング授業の15時間分の録画データを会話分析により検証した結果、ALTに評価の機会を与えないというJTEの振る舞いがALTの役割を軽視することにつながる実践として観察された。また反対に、ALTに生徒への評価を委ねるというJTEの振る舞いがALTの役割の重要性を演出することが明らかになった。会話分析により記述されたこのようなJTEの実践は、他のJTEがティームティーチング授業で方略的に活用できる実践知である。 To enhance the internationalization of school education, the Japanese Ministry of Education is hiring native English speakers as assistant language teachers (ALTs) (MEXT, 2016). ALTs are expected to provide students with authentic English-speaking resources in team-teaching classes with Japanese teachers of English (JTEs). However, ALTs’ underestimated role in these team-teaching classes has been reported as a substantial problem. ALTs have frequently been called “human tape recorders” (Mahoney, 2004), as they are often only required to play the role of a model speaker in the class. Although many studies point to the problem of ALTs not being included in the classroom (Takeda, 2017) and suggest that their lack of awareness as teachers in team-teaching classrooms is caused by JTE practices during the classes, no practical solutions have yet been suggested for appropriate teacher trainings based on empirical research. Therefore, this study will examine which kinds of JTE practices work for promoting or demoting the ALT’s role in team-teaching classrooms. In order to analyze teacher practices during team-teaching classes in detail, many previous studies have employed conversation analysis (CA) (Aline & Hosoda, 2006; Lee, 2016; Park, 2014). Those studies have demonstrated the effectiveness of the method for understanding the complex interactional practices of the teachers in team-teaching classes. Thus, this study also employed CA as a useful application for examining detailed JTE practices during team-teaching classes with ALTs. Using CA, the researcher conducted a comparative case study on 15 team-teaching lessons of two pairs of team teachers (each pair consisting of an ALT and a JTE) in two public junior high schools. Using these data from two pairs of teachers, an analytic focus was placed on how these teachers shared their turn-takings in “Initiation-Responses-Evaluation (IRE) sequences” (Mehan, 1979), which have been frequently analyzed in previous studies (e.g., Lee, 2016) as an analytic framework for classroom interactions. The analysis revealed that when one of the ALTs took over the floor for evaluation, it made a significant impact by promoting and raising the ALT’s role as a teacher in the team-teaching lesson. Even for cases in which the JTE (the ALT’s teaching partner) initiated IRE sequences by taking turns for evaluation, the ALT promoted his or her own role in the lesson. Interestingly, in all cases, the ALT took turns for evaluation, only after initiation by the JTE. In contrast, because the ALT in other cases did not take turns for evaluations or initiations of IRE sequence, the ALT’s role was underestimated, and was viewed as a “human tape recorder” in the classroom. The ALT’s loss of opportunity for evaluation was caused by the JTE’s taking over the former’s turn for evaluation. These findings show that a key practice for promoting the role of ALTs in the team-teaching classrooms is for JTEs to hand over the evaluation to ALTs. The findings of this study suggest that teachers taking turns for evaluation in an IRE sequence helps promote the significance of the teachers’ roles in the classroom. This is particularly important given the complex classroom setting of team-teaching in Japan. Providing turns for ALTs to conduct evaluations in IRE sequences would be useful practical knowledge for JTEs to organize better team-teaching classes. Although this exploratory study only observed two pairs of team-teaching lessons, the findings of this study will contribute to providing a practical guide for future trainings for team teaching in Japan.
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Khilnani, Ajeet Kumar, Jitendra Patel, and Gurudas Khilnani. "Students’ feedback on the foundation course in competency based medical education curriculum." International Journal of Research in Medical Sciences 7, no. 11 (October 24, 2019): 4408. http://dx.doi.org/10.18203/2320-6012.ijrms20195027.
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The Medical Council of India (MCI) has formulated a new Competency Based Medical Education (CBME) Curriculum for the Indian Medical Graduates with an objective of making medical education outcome based. A one month long Foundation Course (FC) is a hallmark of this CBME which is implemented during the first month of first professional MBBS studies. The objective is to acquaint, allay apprehension and prepare freshers for further studies using andragogical and heutagogical approaches. The MCI also released the guidelines for the medical colleges for uniform conduct of FC across the country. The FC was divided into six modules, i.e. Orientation Module, Skills Module, Community orientation module, Professional Development and Ethics Module (P and E), Enhancement of Language and Computer Skills Module, and Sports and extracurricular activities.1 A total of 175 hours were allotted to these modules. Like every institute, our institute also developed the implementation program and time-table of FC using MCI guidelines and taking into account the available resources.2,3 The FC at our institute was conducted from 1st August 2019 to 31st August 2019 and was meticulously planned and implemented. The effective implementation required committed efforts of 30 faculty members (12 Professors, 11 Associate Professors and 7 Assistant Professors), two language and one fine arts teacher, and 4 non-teaching members (Librarian, IT-personnel, Coach for sports and motivational Guru). The students were trained to write reflections daily in their log - books which are being analysed further.
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Husakova, Oksana. "Facilitative Skills of Future Foreign Language Teachers: Characteristics and Structure." Education and Pedagogical Sciences, no. 1 (176) (2021): 53–62. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-53-62.
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The article defines the essential characteristics and structure of facilitative skills of future foreign language teachers. In modern science, there is a large number of effective approaches to teaching foreign languages, but the communicative one can be considered as the most relevant. It has been proven that successful acquisition of foreign languages through the communicative approach requires the use of modern educational technologies and facilitative skills by future foreign language teachers. The activity of a facilitator, which is successfully used in psychology, adapted and applied in the educational process, in particular in the process of teaching a foreign language, has been considered. It has been determined that the main task of a future foreign language teacher-facilitator is to convey the idea of successful language learning, individual information retrieval and personal changes that directly affect the learning process. It has been proven that facilitation of the process of learning a foreign language promotes creative assimilation of information, the formation of critical thinking and cooperation with students. In order to make facilitation successful, a foreign language teacher must have such skills as providing support for students, understanding their inner world, interaction and assistance in learning a foreign language, as well as be friendly, create the atmosphere conducive to self-education and self-expression.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Christmas, Julia. "Challenges with creating professional development workshops for Japanese elementary school teachers." Language Teacher 38, no. 6 (November 1, 2014): 3. http://dx.doi.org/10.37546/jalttlt38.6-1.
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Since 2011, elementary school teachers (ESTs) in Japan have become responsible for “Foreign Language Activities” (Gaikokugo Katsudo) in their 5th and 6th grade classes. In addition to this, teachers of younger grades may also be expected to team teach with an assistant language teacher who is often a native English speaker. Many ESTs lack confidence in their ability to use English effectively in the classroom, are unsure of communicative learning techniques, and unpracticed in communicative competence instruction. This situation has arisen due to limits in their past training and present professional development programs. This paper offers a focus on these issues and some practical ways to deal with them through university/Board of Education co-coordinated consultations and workshops. 2011年から日本の小学校の教師は、高学年では外国語活動を指導し、低・中学年では英語を母国語とする外国人のアシスタントと一緒にティームティーチングという形で、外国語の授業を行うことになった。しかし文科省が提示した目標をもとに学習活動を行う際、授業中に英語をうまく使いこなせない多くの教師は、コミュニケイティブラーニング指導法（communicative learning techniques）がどんなものかはっきりわからず、実践されていない状態であった。これは、これまでの研修不足や専門性の高い教員育成プログラムに参加する機会が少ないために起こったものである。本論では上記の問題に焦点をあて、この問題にどう対処していくか、いくつかの実践法を大学と教育委員会の共同ワークショップを通じて提案したい。
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Behrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development." Journal of School Leadership 5, no. 5 (September 1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.
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Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.
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Grubor, Marina, and Miodrag Šmelcerović. "WITH KNOWLEDGE TO BETTER FUTURE." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 1 (March 20, 2019): 245–48. http://dx.doi.org/10.35120/kij3001245g.
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Innovation in education technology, under the influence of the modern information and communication complex, has allowed the development, modernization and rationalization of education, thus creating completely new paradigms in the field of knowledge transfer. New technologies provide efficient, diversified and autonomous access to knowledge, and this significantly changes the organization of the teaching or educational process as a whole. In addition, the complexity and multidimensionality of modern communication transmits the educational process into a simulated environment. By the way, the condition in such a way of simulated - virtual reality is interaction. Contemporary educational processes require new studies, as well as teaching and upbringing through modern means of communication and modern expression, which become an integral part of a specific and autonomous field of knowledge process in pedagogical theory and practice. The use of information and communication technologies in education is the future, which all speaks in favor of Serbian enlightenment and how they want new knowledge and discussion about how the future of the future will look. And exactly in this virtual space, outside the classroom, and actually in the classroom, the biggest changes are taking place. Because of the enormous amount of information from modern media (TV, radio, computer networks), the teacher of the future becomes more and more difficult to teach young people why it is important to be able to read, write. Indeed, the media, TV, radio, and computers were created by people with literacy skills, not people from the media. In order to filter the enormous amount of information that students will encounter inside and outside the school, using multimedia computer networks, the teacher of the future must act as a measure, perspective of the provider. The simplest way to provide this perspective in the context of a curriculum is to learn from where information came from: History of technology, history of science, history of mathematics, history of language, art history, history of history (including the history of the "future"!). In other words, regardless of the subject to be taught, the teacher will in the future have to give the students a sense of evolution of the subject in order to provide a reason for thinking in the continuous flow of information, not in parts. " The School of the Future will be moved from classrooms to parks and museums, students will learn to meditate, and the main assistant teachers will be artificial intelligence. It is time for pedagogy to catch up with technology. Since recently, computer networks are paradise literacy, the textual state is rapidly passing, and computer network research quickly moves to multimedia This means that digital images (moving images, audio, graphics) will become the biggest influence on these networks.
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Pearce, Daniel. "Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (May 1, 2021): 3. http://dx.doi.org/10.37546/jalttlt45.3-1.
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As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than English. With reference to the goals of foreign language education, this paper argues that MEXT should more accurately represent the diversity of ALTs in their literature and actively promote the inclusion of their other languages in classroom practice. 2020年度より、日本の小学校高学年には教科としての外国語が必修化された。文部科学省は外国語の授業における外国語指導助手（Assistant Language Teachers: ALTs）の積極的な導入を勧めている。多くのALTが様々な言語や文化的背景を持っているにもかかわらず、文部科学省の教員向け資料における記述の多くは、未だにALTをモノリンガルの英語母語話者としてのみ想定している。ALTの運用可能な言語について調査した先行研究が不足しているため、本研究は、小学校勤務のALTを対象に、使用言語に関するアンケート調査を実施した。結果として、ALTのほとんどが英語以外に1つ以上の言語を使用できることが判明した。本論文は、外国語科目の目標に照らして、文部科学省のALTに関する資料の更新の必要性を示すとともに、ALTの持つ英語以外の言語の知識をも外国語の授業に取り入れることの重要性を主張する。
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Guedes, Anabela, Isabel Oliveira, Paula Santos, and Sandra Antunes. "Foreign languages communicative skills in Secretarial Studies." REVISTA PRACTICUM 5, no. 2 (December 18, 2020): 83–96. http://dx.doi.org/10.24310/revpracticumrep.v5i2.10159.
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The aim of the foreign languages teaching is to enable students to further develop and use English language skills in general and specific contexts and this aim is always achieved through the practice of the four skills - reading, writing, listening and speaking. As far as speaking skills are concerned, oral assessment and role-play situations are often used by English teachers to assess students’ skills. Students pursuing a degree in Secretarial Studies and Administrative Assistance at ESTGL and want to become successful administrative professionals must be aware of the importance of English in their future jobs and must be prepared to communicate in real contexts. This paper, using a descriptive humanistic-interpretative methodology, aims to acknowledge that role-play is one technique a language teacher can explore and to substantiate the Communicative Language Teaching approach used in the Bachelor of Secretarial Studies and Administrative Assistance. We concluded that it boosts students’ confidence and their personal interaction skills. and a maximum of 150 words.
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Aline, David, and Yuri Hosoda. "Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools." JALT Journal 28, no. 1 (May 1, 2006): 5. http://dx.doi.org/10.37546/jaltjj28.1-1.
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Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from six team-teaching English Activity classes in five randomly selected public elementary schools. The data revealed four observable ways HRTs participated: by being (a) a “bystander,” (b) a “translator,” (c) a “co-learner” of English, or (d) a “co-teacher.” The various participation patterns exhibited by the HRTs affected the classroom interaction in distinct ways. Teaching implications for both experienced and novice teachers are discussed. 「総合的な学習の時間」が本格的に開始されて以来多くの公立小学校で英語活動が導入されてきた。多くの学校では学級担任と外国人指導助手のティームティーチングによる授業を行っている。日本ではティームティーチングという言葉をよく耳にするが、小学校におけるティームティーチングの研究はまだ進んでいない。本稿では、学級担任、外国人指導助手、児童の英語活動授業における相互行為を検証し、学級担任の相互行為への参加パターンについて考察する。本研究では公立小学校５校６教室における英語活動を分析した。分析の結果、学級担任は(a) 傍観者、(b) 通訳、(c) 生徒 (d) 教師、として授業に 参加していたことがわかった。また、学級担任のそれぞれの授業参加パターンは教室内相互行為の軌道に様々な影響を与えていることがわかった。学級担任と外国人指導助手は今後どのようにティームティーチングを進めていくべきなのかについて示唆する。
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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (March 1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.
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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Indriana, Dina, and Ahmad Arifin. "Pengembangan Kompetensi Profesional Guru Bahasa Arab Melalui Penelitian Tindakan Kelas." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 21, no. 02 (December 31, 2019): 239. http://dx.doi.org/10.32332/an-nabighoh.v21i02.1682.
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The problem faced by teachers, primarily Arabic teachers is how to conduct classroom action research correctly. As for the condition of Madrasah Arabic language teachers in the Serang Regency, most do not have an understanding of this. Then the Department of Arabic Language FTK UIN Sultan Maulana Hasanuddin Banten implemented the Community Service Program to facilitate, bridge, and communicate various lecturer resources in the administration of Community Service. This type of dedication research is qualitative field research. The purpose of this activity that researchers often hear and get information about the difficulties of teachers when going to conduct classroom action research (CAR). Based on this, the researchers conducted community service, especially Madrasah Arabic language teachers in the Serang Regency for assistance, training, workshops, monitoring of the implementation of CAR. From the results of dedication shows that the learning process is still centered on the teacher (teacher center). Doing PTK by the teacher will be able to improve student learning outcomes. The researcher's recommendations are: 1) Arabic teachers should always conduct Classroom Action Research. 2) Adjusting the use of methods in learning with the material, learning objectives, and age of students. 3) The teacher can use learning media. 4) Teachers in teaching must feel happy and cheerful. 5) The use of the time that must be considered.
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Beckett, Gulbahar. "Teacher and Student Evaluations of Project-Based Instruction." TESL Canada Journal 19, no. 2 (June 26, 2002): 52. http://dx.doi.org/10.18806/tesl.v19i2.929.
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Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.
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Chang, Dr Lilian Ya-Hui. "Good Language Teachers: Divergent Perspectives between University Language Teachers and learners." Studies in English Language Teaching 8, no. 1 (January 13, 2020): p21. http://dx.doi.org/10.22158/selt.v8n1p21.
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Teachers assume several key roles in the language classroom: as educators transmitting knowledge, as facilitators assisting students with their learning, and as motivators inspiring students to achieve their language goals, to name a few. As any one teacher is unlikely to possess the full range of characteristics suggested in the literature, it seems important to explore what individual class groups of learners believe are the characteristics most beneficial to their language learning. In addition, how about these language learning group teachers’ perspectives? Do language learners and their teachers hold similar views? Are there any discrepancies in their viewpoints? If so, would these discrepancies affect learning effectiveness? These are some questions this research project aims to answer.9 language teachers and their class groups (a total of 10 groups, 287 students) from a language university in southern Taiwan participated in this study. Questionnaire results from student questionnaire were collated with data from their language teachers to discover points of agreement and divergence. The result shows that both language learners and their teachers believe in the importance of good command of L2. However, language learners care more about their relationship with the teachers (e.g., whether they are treated fairly, with respect), whereas language teachers believe that their professional teaching knowledge and the ability to update and reflect most important. This gap in the viewpoints may cause unmet expectations which ultimately affect learning effectiveness. This research ends with some practical suggestions for language teachers in the classroom.
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Walter, Brett, and Aaron Sponseller. "ALT, JTE, and Team Teaching: Aligning Collective Efficacy." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 25. http://dx.doi.org/10.37546/jaltpcp2019-04.
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The Japan Exchange and Teaching Program has, for more than 30 years, brought the concept of team teaching to Japanese schools. However, research concerning precisely how these teachers perceive the roles of themselves and their teaching counterparts remains inconclusive and is focused primarily on what teaching methods are employed. In a team-teaching context, arriving at a mutual understanding of the respective roles and responsibilities of both teachers is vital for establishing and maintaining positive teacher efficacy. The current study analyzed perceptions held by ALTs and JTEs to see if there existed an alignment between the two that might benefit this collective efficacy. Data was taken from a national survey of Japanese teachers of English (n = 207) and assistant language teachers (n = 199) in which respondents focused upon their perceived roles in and expectations of team teaching. 「語学指導等を行う外国青年招致事業」（ＪＥＴプログラム）は、30年以上にわたり日本の学校にティームティーチング（以下、ＴＴ）を提供してきた。しかし研究では授業で運用する教授法に焦点が当たり、担当教諭が本人及びパートナーの役割をどう認識しているかについては、はっきりしていない。ＴＴでは、両者の教師効力感を生み出し維持するためには、互いの役割と責任についての相互理解が不可欠である。この研究では、集合的効力感に有益な協力体制の有無について、外国語指導助手（ＡＬＴ）と日本人英語教師（ＪＬＴ）それぞれの認識を分析した。データはＴＴにおける役割認識とＴＴに求めるものを焦点に全国調査し、ＪＬＴ207人、ＡＬＴ199人が回答したものだ。このデータから、ＴＴ関係者が受ける恩恵についても考察する。
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Al-Wadi, Hasan Mohsen. "Facilitating In-Service English Language Teacher Trainees’ Supervision through Written Feedback: Action Research." International Education Studies 11, no. 9 (August 28, 2018): 1. http://dx.doi.org/10.5539/ies.v11n9p1.
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This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers’ teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confidence between both of them.
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Bogush, Alla. "Project- language behavior of teacher-methodologist of preschool education institution: categorical research apparatus." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 7–15. http://dx.doi.org/10.24195/2617-6688-2021-1-1.
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The preschool education institution is the first educational link in the continuous education system of Ukraine. The future of our state depends on the level of education of the youngest citizens. The current stage of society development requires the traditional forms and methods in the work of teaching staff rethinking. Also it includes the training of creative teachers at preschool education institutions, who are able to combine professional knowledge, skills and abilities acquired in the education process with advanced innovative technologies of education and upbringing of the youngest citizens of Ukraine. And on top of it easily to design a new modern educational models at preschool education institutions. The primary role in the modernization vector of modern preschool education institutions functioning consists in searching of new interactive methods of educational work with children, as well as with the teaching staff and parents belongs primarily to preschool education institutions authorities. The pedagogical staff of preschool education institution is headed by the director and the teacher-methodologist. The last is the responsible for quality of educational work with children. She is a highly educated, professionally competent, pedagogical specialist who supervises the pedagogical work of teachers at preschool education institution: provides methodological assistance to teachers, summarizes and implements the advanced pedagogical experience, promotes the career enhancement of teachers, organizes the cooperation with parents, public organizations, school, plans educational work of at preschool education institution - with children and teaching staff. One of the modern interactive directions of teacher-methodologist’s activity is project- language behavior. The article reveals the categorical apparatus of research and positioned the professionally oriented glossary, such as: "project" and derivatives of this concept: project method, project techniques, project technologies, project activities, project and implementation activities, pedagogical project. There is defined the phenomena of " Project- language behavior of teacher-methodologist of preschool education institution” and different types are characterized: the project subject of project- language behavior. We understand the project in language behavior as purposeful perspective planning of innovative, interactive forms, methods, technologies of native language teaching for children, united by one theme, aimed at achieving a positive result in the cooperation of children and teacher, under her guidance and control in various language behaviors. We consider the of project- language behavior of the project- language behavior of preschool education institution as a multifunctional, multidimensional, constructive-planning language behavior aimed at providing the educational- language behavior process in different age groups of preschool education institution with the latest innovative technologies and interactive methods of language improvement and native language teaching to children in early age, carrying out intermediate control and assistance in their implementation, which will objectively assess the results obtained at the final stage. The principles of language behavior organization of the teacher-methodologist and types language behavior are characterized.
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Svalina, Vlasta, and Vlatka Ivić. "Case Study of a Student with Disabilities in a Vocational School during the Period of Online Virtual Classes due to Covid-19." World Journal of Education 10, no. 4 (August 22, 2020): 115. http://dx.doi.org/10.5430/wje.v10n4p115.
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In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by Covid-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers’ training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school.
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Li, Xue Mei. "Design and Development of English Education System Based on Internet." Advanced Materials Research 971-973 (June 2014): 2560–63. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2560.
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Multi-media approach is the trend of future foreign language teaching. In the multi-media environment the college teachers studying mutual teaching approach in teaching college English will find there are many kinds of mutual forms: one to one; one to many; many to many. In addition, the mutual model may be used at different time. In mutual teaching model of mass media, the student will find himself an active learner, the center of academic activities, a participant in language communications and a sharer of information sources. On the other hand, the teacher will find himself a promoter of teaching activities, a participant in language communications, and a helper in assisting students in their English. As a teacher, he should adopt different models of foreign language mutual teaching.
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Wotley, Duncan. "A PERSONAL NARRATIVE OF AN ENGLISH TEACHER IN JAPAN ON LANGUAGE, TACIT KNOWLEDGE AND LANGUAGE EDUCATION." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 127. http://dx.doi.org/10.24200/jonus.vol2iss2pp127-138.
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This paper follows the path of my research into intuitions about language and linguistic knowledge as an English language teacher based in Australia in Japan. I describe how my curiosity about these intuitions grew out of an inability to reconcile the relevance of pedagogical research, applied linguistics, and linguistics with the day-to-day language tasks involved in English language teaching. This gravitated toward an interest in judgment about natural language and the revision of anomalous sentences created naturally or with the assistance of machine translation. I note that teachers and learners generally adopt an intuitive and pragmatic approach to text judgment, commentary about text and text reformulation. I hope to engage readers from other cultures and education backgrounds, so that we share our perspectives, experiences and assumptions about tacit knowledge or intuitions about language.Keywords: Tacit knowledge, implicit knowledge, procedural knowledge explicit knowledge, declarative knowledgeCite as: Wotley, D. (2017). A personal narrative of an English teacher in Japan on language, tacit knowledge and language education. Journal of Nusantara Studies, 2(2), 127-138.
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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (May 1, 2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.
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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.