Journal articles on the topic 'English language – Study and teaching – Australia'
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1
Djafar, Neni. "Indonesia Master of Education Student’s Perceptions of Their Experience in Learning Tesol in the Tertiary Context in Australia." Jurnal Pendidikan 7, no. 1 (January 15, 2019): 40–54. http://dx.doi.org/10.36232/pendidikan.v7i1.209.
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The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.
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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (December 5, 2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.
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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
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Abayadeera, Nadana, Dessalegn Getie Mihret, and Jayasinghe Hewa Dulige. "Acculturation of non-native English-speaking teachers in accounting: an ethnographic study." Accounting Research Journal 33, no. 1 (December 19, 2019): 1–15. http://dx.doi.org/10.1108/arj-01-2017-0005.
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Purpose This paper aims to examine ethnographic evidence on the acculturation of non-native English-speaking teachers in accounting (ANNESTs) in an Australian university to understand the process, strategies and outcomes of the acculturation process. Design/methodology/approach Ethnographies of five ANNESTs representing diverse cultural backgrounds were studied. Data were collected from publicly available sources and informal discussions supplemented by semi-structured interviews. Findings The findings show that integration – that is, learning and participating in the Australian host culture while maintaining original cultural values – is the most popular acculturation strategy, followed by assimilation, whereby ANNESTs interact primarily with the host culture and retain loose links with their original culture. ANNESTs covered in this study fall into different stages of the acculturation process depending on their English language competency, the extent of contact with native Australians, cultural proximity and length of residence in Australia. Practical implications This paper concludes that challenges of acculturation confronting ANNESTs concern broader cultural issues than language proficiency alone. Institutional support directed at enhancing teaching effectiveness of ANNESTs should be devised from this perspective. Originality/value Given the cultural relevance of accounting systems and the influence of culture on the learning and teaching styles of ANNEST, the study illuminates that ANNEST’s acculturation strategies could facilitate or hinder the ANNEST’s speed of cultural understanding necessary to productively engage in the learning and teaching.
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Formentelli, Maicol, and John Hajek. "Address practices in academic interactions in a pluricentric language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 4 (December 1, 2016): 631–52. http://dx.doi.org/10.1075/prag.26.4.05for.
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Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.
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Fan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia." English Language Teaching 12, no. 7 (June 20, 2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.
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In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners’ needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Chakma, Urmee. "Fitting In and Fighting Out." Exchanges: The Interdisciplinary Research Journal 8, no. 1 (October 29, 2020): 19–39. http://dx.doi.org/10.31273/eirj.v8i1.602.
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This study explores and problematises the various challenges six non-native English-Speaking Teachers (NNESTs) faced in the ESL teaching profession. The purpose of this study was to increase an in-depth understanding of non-native English speaking teachers in terms of their perceived and actual employability, students’ perceptions of them, and the discriminatory practices they are often reported to be subjected to in the ESL industry in Australia. The number of international students studying ESL at Australian language centres has increased significantly in recent years and a concurrent increase in trained NNESTs seeking employment in these centres necessitates this study. The findings revealed that the participants still face challenges to some extent in the ESL teaching profession in Melbourne and their teaching approaches are impacted by their linguistic and educational experiences. The study also found that, contrary to popular belief, NNESTs do not use the so-called ‘traditional’ teaching approaches while teaching, despite their own learning of English through such approaches. As well, far from seeing it as a disadvantage, these teachers often utilise their non-native status as a positive source of inspiration to encourage ‘non-native’ students in the classroom. As data in the study indicates, the participants’ pedagogical approaches have been influenced by their past linguistic, educational, and cultural experiences, this understanding will help these programs become better attuned to teachers’ experiences and backgrounds and encourage NNES future teachers to examine their varied experiences in relation to theories of language acquisition, language teaching and curriculum design.
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Choi, Julie, and Ulrike Najar. "Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism." Literacy and Numeracy Studies 25, no. 1 (December 27, 2017): 20–37. http://dx.doi.org/10.5130/lns.v25i1.5789.
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Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.
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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.
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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
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Doe, Peter Edward, Sarah Lyden, Seeta Jaikaran-Doe, and Xiaolin Wang. "Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program." International Journal of Higher Education 7, no. 5 (September 26, 2018): 86. http://dx.doi.org/10.5430/ijhe.v7n5p86.
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Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.
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Purwati, Diana, and Arnis Silvia. "Indonesian learners in Australian education environment: perceptions, challenges, and resilience." Journal of Educational Management and Instruction (JEMIN) 1, no. 1 (April 3, 2021): 1–8. http://dx.doi.org/10.22515/jemin.v1i1.3467.
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With the economic development of Indonesia in the recent years, there has been a large number of Indonesian students continue their higher education in overseas countries, particularly Australia. Hence, examining their perceptions, challenges and experiences to adapt to the Australian English learning environment becomes an interesting attribute to explore. Drawing on this issue, the in-hand study explores how Indonesian learners dealt with challenges and difficulties in Australian education environment. Employing a qualitative research, this study involved eight Indonesian learners enrolled in English language programs in a number of Australian universities. Using interview as the instrument, the findings showed that the participants perceived a positive perception toward the communication activities during the teaching and learning practices; however, they encountered some difficulties related to grammar instruction within communicative practice. The results of interview further revealed that most of the learning difficulties they experienced were due to their prior exposure and habit to Indonesian teaching and learning styles. The participants further conveyed that enhancing English ability and building confidence were two most possible ways to deal with the difficulties. These results contribute as fruitful insights for teachers to be aware of different learners’ styles and needs, particularly those coming from various cultural backgrounds, so that they could engage in more interactive teaching and learning activities.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.
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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Han, Song-Ae. "Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English." Australian Journal of Education 49, no. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.
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Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.
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Mahendran, Sivarajasingam. "A QUALITATIVE STUDY OF THE IMPACT OF COUNSELLING PSYCHOLOGY IN ADULT EDUCATION IN MOTIVATING TO PROMOTE THE SPEAKING SKILLS OF NON-NATIVE ADULT SPEAKERS OF ENGLISH." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 30, 2020): 302–10. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.507.
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This very small scale (due to limited time and resources) exploratory and almost wholly qualitative research (Qual–quan) study seeks to examine how non-native adult speakers of English (NNASE) can be motivated to speak English as a foreign language (EFL) more and better via the utilization of counseling psychology rather than through traditional teaching methods over a 3 month period of English language lessons in a classroom environment. The approach taken in this study resembles the Oral Approach and Situational Language Teaching but it is more than those traditional methods used in the 1950s through the 1960s in British and Australian schools, and involves a combination of Communicative Language Teaching (CLT) approach, widely used from mid-1970s to the 1980s period, Task-based Language Teaching (TBLT) approach and Counseling Learning Techniques.
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Álvarez Faedo, María José. "Teaching Legal English for Company Law: A Guide to Specialism and ELP Teaching Practices and Reference Books." Revista Alicantina de Estudios Ingleses, no. 28 (November 15, 2015): 15. http://dx.doi.org/10.14198/raei.2015.28.02.
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This article discusses one of the less mainstream areas of ESP teaching, that of legal English for students of company law. The author begins by analysing the approach used by subject-domain specialists themselves and the current criticism regarding the conservative textbook approach which continues to dominate teaching theory in this area. To this effect, she presents the results of a study carried out from October 2014 to March 2015 regarding subject-domain textbooks most used in Law Schools in Australia, Britain, Canada and the USA. The paper then addresses the question of teaching legal English to students of company law. After a brief outline of the three main theories underlying language teaching –behaviourist, cognitive and communicative– the author provides a critical guide to the main course books available to teachers in this rarefied area of specialised language learning, listing the types of exercises proposed, and evoking their overall strengths and weaknesses. To conclude, she suggests means of supplementing course book material.
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Burri, Michael. "Comparing L2 Teachers’ Practices With Learners’ Perceptions of English Pronunciation Teaching." Profile: Issues in Teachers' Professional Development 25, no. 1 (February 6, 2023): 129–45. http://dx.doi.org/10.15446/profile.v25n1.101156.
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The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers’ practices and students’ perceptions. Factors such as the curriculum, instructors’ beliefs about second language learning, and their confidence play a role in this discrepancy.
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Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Berniz, Kate, and Andrew Miller. "English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds." Journal of Pedagogy 8, no. 2 (December 1, 2017): 101–20. http://dx.doi.org/10.1515/jped-2017-0011.
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Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.
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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.
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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.
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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.
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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collaborative, involving the research team, members of the teaching staff, and members of the university’s learning and teaching unit. The data include interviews with students and teachers, students’ written assessments, and observations of weekly teaching staff meetings. The overarching finding of the study is that, to enable students to develop their intercultural learning capabilities, there is a need to rethink notions of experience and engagement, specifically to attend to the central role of language/s and culture/s in all students’ experience of learning, teaching, and assessment. Analysed examples from the data are used to illustrate four specific guiding principles underpinning this (re)orientation to learning. The study was one of two case studies funded by the University of South Australia as part of a larger project: Developing English Language and Intercultural Learning Capabilities.1
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Yasukawa, Keiko. "Editorial." Literacy and Numeracy Studies 25, no. 1 (December 27, 2017): 1–3. http://dx.doi.org/10.5130/lns.v25i1.5857.
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In this issue of Literacy and Numeracy Studies, Theres Bellander and Zoe Nikolaidou examine the online health literacy practices of parents whose child or unborn foetus has been diagnosed with a heart defect, and Julie Choi and Ulrike Najar report on their study of the authors’ English language teaching of immigrant and refugee women in Australia.
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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.
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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Riswandi, Diki, and Didik Tri Wahyudi. "Can We Find the Washback Effects of International English Language Testing System on IELTS Learners?" LEKSIKA 12, no. 1 (April 3, 2018): 15. http://dx.doi.org/10.30595/lks.v12i1.2192.
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IELTS test nowadays becomes one of the most important thing to get for those especially who want to continue their study in English speaking country especially UK or Australia. Because of the important roles of this standardized tests, it effects on students’ lives around the world. This study is conducted to find out the IELTS test influence on learners preparing for a test on learning and teaching outcomes and an obvious path for IELTS teachers in order to modify their methods and strategy of teaching. Therefore, the present study has tried to investigate whether IELTS preparation classes have any influence on the learning processes and the achievement of students in such an examination. To obtain the data, the writers used library research. A qualitative analysis was employed by identifying and classifying the finding of previous research of washback effects of the IELTS test toward the learners. It was found that there are positive and negative washback effects of IELTS test toward the learners.
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Purnamasari, Asri. "A Classroom-Based Assessment of EFL Academic Essay Writing Class: Who Gets the Benefits?" JET (Journal of English Teaching) 4, no. 2 (September 25, 2018): 94. http://dx.doi.org/10.33541/jet.v4i2.833.
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Classroom-based assessment (CBA) has been implemented globally at many levels of educational system such as in the United Kingdom, Canada, Australia, New Zealand, USA, Singapore, as well as in Africa. In Indonesia, CBA might effectively be implemented in all stages of education since this way of assessment offers improvement in the teaching and learning process. This essay explores the design and implementation of CBA, which focuses on academic EFL essay writing for teacher trainees in Indonesia. Based on my reflection on taking English as a Foreign Language (EFL) Academic Essay Writing class, I found that applying a classroom-based assessment could give two benefits. The first is for the improvement of the teaching and learning process in order to reach the study objectives. The second is to facilitate the study program for creating qualified and competent English language teachers in the area of producing competent academic essay writings.
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Bao, Dat. "English in the real world: What classroom pedagogy has not taught." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 109–26. http://dx.doi.org/10.1386/tjtm_00002_1.
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Abstract This article narrates the experiences of eight Japanese individuals who travelled to Melbourne, Australia, not to study English in a formal classroom, but to activate their language skills in a genuine social context. Speakers were willing to take risk in the social process to acquire fluency and develop confidence. Based on data generated from two years' observation of and interviews with the participants, the author documented the pleasure and the challenges that occur in their unique experience. The project reveals a range of preferences, strategies and tension in the languageusing environment. Educational implications are drawn from several key characteristics of this self-motivated experiential model that may be absent in the current academic discourse in English-language teaching practice.
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Kabir, Md Humayun. "Evaluation of an Anglo-Centric ELT Textbook in Bangladeshi Context: A Case Study." IIUC Studies 8 (September 10, 2014): 11–26. http://dx.doi.org/10.3329/iiucs.v8i0.20399.
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With the advancement in human civilization and human understanding we are now bold enough to ask the value of and rationale for something imposed on us by any quarter. If carefully observed, it is evident that BANA (Britain, Australia and North America) country materials have dominated the ELT (English Language Teaching) related field for quite a long time. We anxiously notice that in these materials the socio-cultural background of the vast community of ESL/EFL users (learners and teachers) is grossly ignored. Since the learners background knowledge i.e. schema is an issue of paramount importance in ELT, in this study our attempt is to assess and justify the suitability of the Anglo-centric ELT textbooks titled Foundation English Course (FEC) Book-I&II which is designed to teach the students of REC (Remedial English Course) programme at IIUC (International Islamic University Chittagong). DOI: http://dx.doi.org/10.3329/iiucs.v8i0.20399 IIUC Studies Vol.8 December 2011: 11-26
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Wang, Julan. "A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 776. http://dx.doi.org/10.17507/jltr.1004.12.
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Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business School of Shanghai University. Data were collected via classroom observation and analyzed by a qualitative research method. The findings revealed although there are some differences in language use, linguistic complexity and linguistic variety, both teachers are highly aware of the marking criteria for the writing task of the academic English writing course and emphasize their teacher talk quality input for their students. The results, therefore, can help teachers from Australian and Chinese cultures to continuously work on high quality teacher talk and facilitate the development of a specific language skill-academic English writing for English learners in EFL Chinese classrooms.
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Hidayat, Didin Nuruddin. "Conversation Analysis and Its Implications to Language Teaching." TARBIYA: Journal of Education in Muslim Society 6, no. 2 (December 4, 2019): 197–209. http://dx.doi.org/10.15408/tjems.v6i2.15138.
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AbstractThe present study analyzed the use of Conversation Analysis in casual conversation and how it can serve as a potential means in language teaching. Casual conversation concerns the type of conversation that people do when they talk just for the sake of talking (Eggins & Slade, 1997). This includes daily conversations among people. Employing a qualitative research methodology, data were taken from a casual conversation taking place in Australia regarding a birthday party preparation between a husband and a wife whose native language is Bahasa Indonesia. Data were first transcribed in Bahasa Indonesia using CA conventions, and then were translated into English. The transcription of the conversation attempted to follow the guidelines proposed by Cook (1990) and Bailey (2008). The study found that turn-taking systems, adjacency pairs, overlaps, response tokens, and repairs were evident from the analysis of conversation. The conversation confirms the theories of CA: the occurrence of a large number of response tokens, such as mm hm or yes, various types of adjacency pairs, each speaker speaks one at a time even though there are several gaps and overlaps, and so forth. The study drew the implication of CA to language teaching. CA contributes to language teaching in terms of offering not only the authentic real-life communication, but also the authentic spoken interaction which will encourage learners to be able to produce authentic utterances. Also, CA can serve as a potential means to shape the students’ ability as active participants in the learning process.AbstrakStudi ini menganalisis penggunaan Analisis Percakapan (Conversation Analysis, selanjutnya CA) dalam percakapan kasual dan mengulas bagaimana CA dapat berfungsi sebagai sarana yang potensial untuk dipergunakan dalam pengajaran bahasa. Percakapan kasual diartikan sebagai jenis percakapan yang dilakukan orang ketika mereka berbicara dengan topik sehari-hari (Eggins & Slade, 1997). Penelitian ini menggunakan metodologi penelitian kualitatif dengan mengambil data dari percakapan kasual antara suami istri yang berlangsung di Australia mengenai persiapan pesta ulang tahun. Bahasa ibu para pembicara adalah Bahasa Indonesia. Data pertama-tama ditranskripsikan dalam Bahasa Indonesia menggunakan konvensi CA, dan kemudian diterjemahkan ke dalam bahasa Inggris. Transkripsi percakapan mengikuti panduan Cook (1990) dan Bailey (2008). Studi ini menemukan bahwa sistem turn-taking, adjacency pairs, overlaps, token response, dan repair terbukti dari analisis percakapan. Hasil penelitian mengkonfirmasi teori-teori CA: terjadinya sejumlah besar token response, seperti mm hm atau ya, berbagai jenis adjacency pairs, masing-masing pembicara berbicara satu per satu walaupun ada beberapa celah dan overlaps, dan sebagainya. Studi ini juga menggali implikasi CA terhadap pengajaran bahasa. CA berkontribusi pada pengajaran bahasa dalam hal menawarkan tidak hanya komunikasi kehidupan nyata yang otentik, tetapi juga interaksi lisan yang otentik yang akan mendorong peserta didik untuk dapat menghasilkan ucapan-ucapan otentik. Selain itu, CA dapat berfungsi sebagai sarana potensial membentuk kemampuan siswa untuk berperan aktif dalam proses pembelajaran.How to Cite: Hidayat, D. N. (2019). Conversation Analysis and Its Implications to Language Teaching . TARBIYA: Journal of Education in Muslim Society, 6(2), 197-209. doi:10.15408/tjems.v6i2. 15138.
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Sadovets, Olesia. "Academic English as a Component of Curriculum For ESL Students (Foreign Experience)." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 33–43. http://dx.doi.org/10.2478/rpp-2019-0004.
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AbstractIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.
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Shabir, Muhammad. "Student-Teachers’ Beliefs on the Use of L1 in EFL Classroom: A Global Perspective." English Language Teaching 10, no. 4 (March 5, 2017): 45. http://dx.doi.org/10.5539/elt.v10n4p45.
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This study examines the English language student-teachers’ beliefs about the use of L1 in EFL classroom across the world in the context of ongoing debate among researchers and practitioners whether or not L1 should be used to teach English in ESL or EFL context. This research investigates the opinion of teachers and their reflection upon their students’ demands in the Master of Applied Linguistics program at University of Queensland, Australia. These participants have different contexts of teaching English in their home countries. To collect data, four point Likert scale questionnaire was used. Data after calculations and analysis is presented in the table and discussed. Results indicate that the limited use of L1 is not unnecessary and has positive effects in certain activities.
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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (August 23, 2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.
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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.
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Alasmari, Amal. "A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2." Journal of English Language and Literature 10, no. 2 (October 31, 2018): 1005–7. http://dx.doi.org/10.17722/jell.v10i2.395.
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This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.
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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.
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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.
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Elder, Cathie, Jane Warren, John Hajek, Diane Manwaring, and Alan Davies. "Metalinguistic knowledge." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 81–95. http://dx.doi.org/10.1075/aral.22.1.04eld.
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Abstract This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities. The findings offer no support for the widely-held view that there is a strong connection between learners’ knowledge about language and their success in foreign language study. Results show that, while undergraduate language learners have serious lacunae in their knowledge about language, those who have studied a language other than English (LOTE) at school do better on some measures of metalinguistic knowledge than those who are beginning language study from scratch. However, the results also show that for all three languages there is a weak relationship between metalinguistic knowledge and second language ability. The study points to areas of further research, including a more detailed examination of the relationship between metalinguistic awareness in L1 and L2 and an investigation of those areas of grammar that may be more amenable to explicit grammar teaching.
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Edmonds-Wathen, Cris. "Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers." Australian Journal of Indigenous Education 44, no. 1 (May 19, 2015): 48–58. http://dx.doi.org/10.1017/jie.2015.9.
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Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.
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Komar, Smiljana. "Attitudes of Slovene L2 Speakers of English to Six Native Varieties of English." Linguistica 62, no. 1-2 (December 23, 2022): 365–86. http://dx.doi.org/10.4312/linguistica.62.1-2.365-386.
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The paper presents the results of an experiment whose purpose was to study the attitudes towards six L1 varieties of English by Slovene students of English. Using the verbal guise test, the participants were exposed to audio clips of Received Pronunciation (RP), General American (GA), Scottish English (ScE), Irish English (IrE), Australian English (AusE) and New Zealand English (NZE). They were required to complete a two-part questionnaire. In part one, they were asked to rate, on four-point Likert scale, statements about the cognitive, affective and aesthetic traits of the speakers, as well as the linguistic traits which they believed contributed most to their attitudes to a particular variety. In part two, they had to rank the six tested varieties indicating their general order of preference, their relative familiarity with the varieties and the appropriateness of the varieties for teaching to Slovene learners of English. The results of the study confirm the findings of numerous other similar studies in giving preference to the two best-known global standard varieties (RP and GA) over the other varieties.
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Romero Villarroel, Wilber, and Sara Camacho Estrada. "THE USE OF STANDARDIZED ENGLISH EXAMS IN THE INTERNATIONALIZATION OF ENGLISH AS A GLOBAL LANGUAGE." Ciencia Digital 2, no. 2 (June 21, 2018): 484–97. http://dx.doi.org/10.33262/cienciadigital.v2i2.115.
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Have you heard of the ITEP/TOEIC/TSE/BULLATS/TOEFL/CELTA/DELTA exams? Among many others, these exams are currently being promoted not only by educative institutions, but by a large number of local governments and even international relationship instances (Bunce, 2016). On this regard, it is imperative to wonder and analyze how the idea of taking language exams became into fashion and at what moment in history it became into a necessity, a requirement, or as synonym of social and academic status. On such basis this study aims at determining how the implementation of English international tests have contributed in the spread of English globally.
The spread of the English language globally has occurred because of different factors. Clyne (2008) regards the demographic aspect as an important element for the growth and rapid evolution of this language. The effect of the use of the English language has reached almost all the areas of human domain such as the educational. The spread in this area has determined the future of many countries.
On the field of education, a standardized visible system is clearly set. Most of the books and material used to teach English are based on the Common European Framework. This framework stablishes the standardization of teaching contents and methodologies which are later used and applied into exams to evaluate students´ English language proficiency around the world.
CLIL (Content and Language Integrated Learning) programs have been implemented in schools in many countries of the world like Asia, Australia and Europe. “In recent years, LAC and CLIL are gaining intense attention particularly in context where English is learnt as a foreign language or as an international language” (Lin, 2016, p.1). Lin regards this implementation to the desire of countries like the Asian for becoming modern and take part in the development of a global economy.
When comparing English with other languages it can be said that it is the pioneer in standardizing a language. According to Mulcaster (as cited by Crystal, 2003, p. 73) the English language had no competence internationally. If we take a look at other languages trying to do the same, it can be seen that they have not become as successful as English. It does not matter if those systems are better, they simply have not been able to reach that level of internationalization. The important fact here is that those countries in these case languages do not have the economic, political power, and the influence that The United States has.
According to Sharifian (2010, p.192) the English language dominance originated along the colonialism period. Phillipson (as cited in Sharifian, 2010) explains that “many elites in society have strong links with the inner circle because they have been educated in inner circle countries”. The inner circle is referred to countries where the English language is spoken as a mother tongue.
To conclude, this essay presents an analysis of the way standardized exams have contributed widely to the internationalization of English around the world. This standardized examination system has influenced in many aspects like education, negotiation, culture, ideology and public policy. It will present an overview about every aspect mentioned as well as the causes and effects of these factors which have influence in a positive and negative way in society. Besides, there will be presented examples in a general way about percentages of people who have taken standardized exams and how it has contributed to the expansion of English around the world.
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Zeng, Yueying, and Wenying Jiang. "Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools." World Journal of Education 11, no. 5 (October 15, 2021): 17. http://dx.doi.org/10.5430/wje.v11n5p17.
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This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.
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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research.
Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method
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Martínez Marín, Juan Diego, and Maria Camila Mejía Vélez. "Master of TESOL students’ conceptions of assessment: questioning beliefs." Actualidades Investigativas en Educación 21, no. 2 (April 1, 2021): 29. http://dx.doi.org/10.15517/aie.v21i2.46782.
Full textAbstract:
The current descriptive study investigates the conceptions of a group students (pre-service and in-service teachers) enrolled in a Master of TESOL (Teaching English to Speakers of Other Languages) at La Trobe University, Australia, have of assessment in the context of English language teaching. This study was conducted in first place to address a gap in the literature about English teachers’ conceptions of assessment, and I second place to explore the level of agreement among those conceptions and the type of assessment preferred by the participants. For this purpose, 26 active students in the course accepted the invitation to participate in the study and completed an online survey administered through Qualtrics Management Platform. This quantitative descriptive study done in 2020 used Survey as the research method since it promotes the collection of data to describe the research object. The quantitative data obtained through an online survey were summarized and graphed in tables with the objective of answering the research questions. The results showed that participants’ understandings of assessment and forms of assessment were slightly inclined towards the use of summative assessment rather than formative. In contrast, their conceptions of assessment purposes and principles were inclined towards formative assessment features. All in all, it could be said that even though these participants seemed to cope more with summative assessment, they favoured formative purposes and principles of assessment. This suggests that respondents’ summative views of assessment in the use of types and forms of assessment are potentially affected by institutional demands, and do not entirely reflect the respondents’ assessment understandings.
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Suprapto, Nadi, Woro Setyarsih, and Husni Mubarok. "Information Spectrum over Twelve Public Teaching Universities in Indonesia." DESIDOC Journal of Library & Information Technology 42, no. 4 (July 19, 2022): 265–74. http://dx.doi.org/10.14429/djlit.42.4.17880.
Full textAbstract:
This paper gives an information spectrum of public teaching universities in Indonesia as viewed from their publication during 2000-2019. The data were collected through the Scopus database and then analysed based on the number of documents, language, author affiliation, document type, source type, source title, top authors, top citations, co-authorship, and international collaboration. The results indicated that the number of publications until 2019 was 11,993 documents. In the period 2016-2019, publication stretches have begun to appear, and there has been a significant increase in the number of conference proceedings as the primary source of publication. The publication’s subject area was dominated by physics and astronomy, engineering, and social sciences, with English being the primary language of communication. Authors from Universitas Negeri Malang (UM), Universitas Pendidikan Indonesia (UPI), and Universitas Negeri Yogyakarta (UNY) dominated the output of public teaching universities in Indonesia. Top citations from documents produced were dominated by UNNES, which collaborates a lot through World Class Professor (WCP). Co-citation, co-authorship, and co-occurrences network visualisation were also illustrated to complete the information of top authors and top citations in this study. The most collaborated authors of public-teaching universities were Malaysia, the USA, Australia, Japan, and Taiwan. Some future considerations were also illustrated as the recommendation of this study to increase the performance of publications among public teaching universities.
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Santos, Luis Miguel Dos. "I Want to Teach in the Regional Areas: A Qualitative Study about Teachers’ Career Experiences and Decisions in Regional Australia." Journal of Educational and Social Research 11, no. 5 (September 5, 2021): 32. http://dx.doi.org/10.36941/jesr-2021-0103.
Full textAbstract:
The Australian government seeks to develop regional and rural communities and school systems. One of the challenges would be the human resources and workforce for registered and qualified teachers, particularly in the field of Languages Other Than English (LOTE). Based on social cognitive career theory (Dos Santos, 2021a; Lent et al., 1994), this study focused on the career perspectives and career decision-making processes of registered and qualified teachers in the field of Languages Other Than English (LOTE). The following research question guided the direction of this study, why would registered and qualified teachers in the Languages Other Than English (LOTE) field (i.e. foreign languages) decide to move to Australian regional and rural communities to develop their teaching career? With the general inductive approach, 18 participants were invited for the interview sessions and focus group activities. The results of this study indicated that missions and goals for development in the regional and rural communities and governmental encouragement for regional and rural developments are the two personal consideration elements. The sharing and comments become a blueprint for government agencies, school leaders, and policymakers to reform the current human resources plans and schemes to attach additional workforce to the regional and rural communities, particularly for teachers. Received: 20 May 2021 / Accepted: 13 July 2021 / Published: 5 September 2021
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Hanna, Amelie, Lindsey Conner, and Trudy-Ann Sweeney. "Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training." Social Science Protocols 3 (September 13, 2020): 1–18. http://dx.doi.org/10.7565/ssp.2020.2816.
Full textAbstract:
Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion.
Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment.
Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles.
Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs.
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
Full textAbstract:
The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
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Pablos-Ortega, Carlos de. "Thank you for a lovely day! Contrastive Thanking in Textbooks for Teaching English and Spanish as Foreign Languages." Pragmática Sociocultural / Sociocultural Pragmatics 3, no. 2 (November 1, 2015): 150–73. http://dx.doi.org/10.1515/soprag-2015-0023.
Full textAbstract:
AbstractThanking, as other speech acts such as apologizing or requesting, can be performed in numerous contexts and, for their analysis, many crucial variables must be taken into consideration (eg. social distance, gender, age, etc.), which often are difficult to control. Besides these variables, speech acts are carried out in different situations, taking into account the culture in which they are performed. For example, thanking might be performed after alighting a bus in the UK, the USA or Australia, but this might not necessarily happen in Spain. The aim of the study on which this paper is based, in to explore thanking contrastively in British English and in Peninsular Spanish from a pragmatic viewpoint, by looking at specific independent variables: the context and situation in which this speech act is performed, the relationship between the interlocutors who perform it, which includes social power and distance, and the reason for expressing gratitude. For the purpose of this investigation, a corpus of 128 textbooks (64 for each language) for the learning and teaching of Spanish and English as foreign languages was used. It is important to note that, although these corpora are built on prefabricated dialogues and these can be regarded as abstractions of reality, the communicative situations found in the textbooks are aimed at depicting exchanges and linguistic patterns representing what naturally occurs in real conversations in both cultures.
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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.
Full textAbstract:
Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.
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Roche, Thomas, and Sara Booth. "A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs’ English Language Outcomes." Language Teaching Research Quarterly 26 (December 2021): 18–38. http://dx.doi.org/10.32038/ltrq.2021.26.02.
Full textAbstract:
The past decade has witnessed growing interest in Higher Education (HE) achievement standards and the comparability of program learning outcomes. The HE sector has historically focused on assuring academic standards through two key approaches: standardized educational testing and external peer review of assessment. Both approaches are resource and time intensive. In particular, the English Language Teaching (ELT) sector, which provides international students with Direct Entry (DE) pathways to English medium university study, has been predominately focused on high stakes English language testing. Commercially available tests enable providers to demonstrate clear evidence of ELT DE program standards in terms of internationally recognised scores. English language tests, however, represent only one type of external reference point for assuring standards. This paper provides an overview of a sector-led, collaborative approach to external review of assessment across 20 Australian university operated DE English programs. Twenty-eight ELT units were benchmarked by sixty individual assessors using consensus moderation against the newly expanded Common European Framework of Reference (CEFR), a validated language proficiency framework. This case study demonstrates that collaborative benchmarking using the updated CEFR can effectively ensure DE ELT program standards to the benefit of staff and students globally.