Статті в журналах з теми "English language Study and teaching Singapore"

Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

This review paper aims at giving a short outline regarding the examination of Teaching English Language instructing and teaching English Language as a Foreign Language (TEFL) between Indonesia and Singapore. The review based its analysis on a few elements which affect instructing and learning TEFL in the Indonesian context and Singapore, i.e., educator capabilities, teaching English language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning. The review highlighted that these are the factors which give impact on instructing and learning achievement. The review conducted its analysis under few limitations at work between language strategy and language encouraging study hall rehearsed in the two nations. This paper points out that understudies have different inspirations and foundation qualities altogether, making it hard to plan as an asset to a solitary educational program which will suit all (or at least most) understudies of the nation. Moreover, financial support for educators, resourcing, and the probability of huge class capacity in the Indonesian context appear differently in relation to Singapore. Low instructor compensations in Indonesia cause most educators to work in extra positions that lessen the time they can allot for exercise arrangement, endeavors to create practices and undertaking advancement by upgrading expert information, whereas instructors in Singapore are doing the full education time. Finally, the strategy and educational plan legislative issues have a significant impact on TEFL examination, thus understanding and correctly implementing them needs to be a requirement to language learning.

The latest statistics from the Department of Statistics in Singapore (2020) shows that more Malay families speak English at home. However, this trend is common across all ethnic groups in Singapore. Over the five decades of independence and enforcement of the bilingualism policy, the Malay language, which is the National Language and language commonly spoken in Malay households, is gradually being replaced with English. Other statistics reveal that the Malay language, which is the mother tongue of the majority of the Malays, is used less frequently, even from the early years of socialisation in a Malay household and the exposure of Malay only begins at the preschool level (Maliki, 2020). There is an assumption that, as long as the government maintains the Malay language in the education system through language learning in Singaporean schools, the bilingual policy will continue to maintain the usage of vernacular language. This development is likely to create more issues towards learning and teaching the Malay language as a mother tongue. Hence, this study utilises the approach of the sociology of language to discuss the reasons and impact of the language shift in efforts to preserve the status of the Malay language among the Singapore Malays.

Abstract: The syllabus function as a framework that provide a national standard from which teachers gain a clear target of teaching English in schools. This research is a descriptive study by which it critically reviews the English language syllabus in Singapore, as an advance syllabus at time. The instrument of the review is a set of syllabus review outlined by Chew. This research has found th the at syllabus is seen to be organized around the functional approach which necessitates the language in use. Besides, it conceptualizes language as an integration of linguistics, sociocultural, discourse and strategic competences. Teaching and learning leaning language is heavily put on learning process. It sees language acquisition involves certain processes and strategies, and thus teacher should focus on them. The syllabus implementation faces some challenges. Some teachers have different belief and values from the syllabus and resist the adoption. While the syllabus prescribes the communicative approach, they retain structuralism and behaviorism in teaching and learning the language. This situation is worsened by some technical issues. Some heads of department in schools have weak socialization of the syllabus in their schools, leading it unnoticed by teachers. Some textbooks fail to comply with the approach prescribed in the syllabus and thus demand a larger effort from teachers to select textbooks that accurately reflect the syllabus. Keywords: Chew’s Critical Review of Syllabus, English language syllabus, English Language Teaching Abstrak: Fungsi silabus sebagai kerangka kerja yang menyediakan standar nasional supaya para guru mendapatkan target yang jelas untuk mengajar bahasa Inggris di sekolah. Penelitian ini adalah penelitian deskriptif yang mengkaji silabus bahasa Inggris secara kritis di Singapura, sebagai silabus lanjutan pada saat itu. Instrumen ulasan adalah seperangkat tinjauan silabus yang digariskan oleh Chew. Penelitian ini menemukan bahwa silabus diorganisir dengan pendekatan fungsional yang mengharuskan bagaimana bahasa digunakan. Selain itu, bahasa dikonsepkan sebagai integrasi linguistik, sosiokultural, wacana dan kompetensi strategis. Mengajar dan belajar bahasa sangat bergantung pada proses belajar. Hal ini terlihat dari penguasaan bahasa melibatkan proses dan strategi tertentu, dan dengan demikian guru harus fokus pada strategi tersebut. Sementara itu, implementasi silabus menghadapi beberapa tantangan. Beberapa guru memiliki kepercayaan dan nilai yang berbeda dari silabus dan menolak untuk di adopsi. Ketika silabus menentukan pendekatan komunikatif, mereka mempertahankan strukturalisme dan behaviorisme dalam mengajar dan belajar bahasa. Situasi ini diperburuk oleh beberapa masalah teknis. Beberapa kepala departemen di sekolah memiliki sosialisasi silabus yang lemah di sekolah mereka, sehingga tidak diperhatikan oleh guru. Beberapa buku teks gagal mematuhi pendekatan yang ditentukan dalam silabus dan karenanya menuntut upaya yang lebih besar dari guru untuk memilih buku teks yang secara akurat yang mencerminkan silabus. Kata Kunci: Analisa kritis silabus Chew, Silabus Bahasa Inggris, Pembelajaran Bahasa Inggris

The aim of this experimental study was to find out whether intercultural communication skills can be used as a tool to develop communicative English-speaking competencies. The experience of three countries: the Netherlands, Singapore, and Belgium was used for this purpose. The population of these countries has a high level of English as a foreign language. The pedagogical experiment was conducted in the course of research. A survey of the 137 participants in the experiment was conducted. The results were processed by mathematical methods of analysis of variance, Cohen’s coefficient and Pearson’s chi-squared test. Statictica software was also used. It was found that the use of such English teaching methods as watching English-language films, and reading English-language art works in the original language promotes the development of intercultural communication skills. Participation in live communication between students and English-speaking foreign classmates and virtual exchange are effective. However, the best results can be achieved by applying these three methods in sequence. The study showed that the teaching methods used, which contributed to the development of intercultural communication skills, also had a positive impact on the development of English-language communicative competencies. The established connection gives grounds to claim that the intercultural communication skills can be used as a tool for the development of English-language communicative competencies. Further research should focus on finding ways to optimize curricula, finding effective methods and focusing participants on the development of intercultural communication skills.

English as a global language has been used widely in various communication modes. The communication in the automotive industry is highly characterized as technical therefore, it possesses certain features that may be exclusive to its communication type. Since today’s time veers on amalgamating World Englishes, this discourse analysis study investigates the stylistic features of Philippine English and Singaporean English.Three pairs of automotive review articles written by Filipino and Singaporean writers were subjected to compare and contrast the stylistic features of these two English varieties. The findings reveal that Philippine English and Singaporean English used in automotive communication are similar in terms of register, grammatical feature, and writer’s style. On the other hand, the two varieties differ in terms of article contents and conventions. The study has implications in the creation of curriculum in automotive engineering that emphasizes both technology teaching and language teaching.

Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.

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.

Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native speakers to any English encounters that may involve native or non-native speakers. In response to the call of ELT transformation for the 21st century global challenges on diverse English environments, this study seeks to analyze and synthesize the ELT pedagogic countermeasures employed by the nine English teachers in Malaysia, Indonesia, and Singapore. The participants were purposively selected. The data predominantly collected from different participant groups by utilizing a semi-structured interview and focus group discussion. The derived qualitative data were then processed with content analysis. The findings revealed 6 ELT approaches that are effective for language acquisition of English classrooms in Islamic schools: (1) reconsidering new roles and functions of teachers; (2) emphasizing active learning and encouraging collaboration; (3) implementing technology; (4) employing local learning materials; (5) integrating learning to other study areas; and (6) reevaluating learners’ learning. Based on the findings, education practitioners can adapt their English teaching practices, whereas policy makers and curriculum designers can reconsider to reconceptualize national policies and curriculums in English education for Thai and other ASEAN learners to enhance their English proficiency for a higher quality global member of the 21st century. Keywords: English language, teaching and learning, 21st century education Cite as: Assalihee, M., Boonsuk, Y., Bakoh, N., & Sano, I. L. (2019). Reconceptualizing the 21st century English pedagogies for Islamic school teachers in Asean. Journal of Nusantara Studies, 4(1), 401-421. http://dx.doi.org/10.24200/jonus.vol4iss1pp401-421

Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of technology-mediated communication on writing pedagogy. This paper presents the findings of an extensive multiple-case study research project which sought to establish how multiliteracies pedagogy was being utilized in Singaporean secondary teachers’ classrooms and the significant internal and external factors that contributed to classroom practice. Methodology: The research explored six EL teachers’ practices within one unit of work, focusing on writing skills. Data were gathered through video recorded lesson observations, pre- and post-lesson interviews to explore rationales and justifications for planning and implementation, and focus group discussions to establish common practices, values and beliefs towards writing pedagogy. Findings: The study found that although teachers were aware of and trained in multiliteracy practices, they dominantly addressed writing as a monomodal form of communication, limited student autonomy and critical development, and neglected culture in their instruction. Contributions: We argue that writing instruction must be socially situated and multimodal and teacher education must prepare practitioners to empower learners to become critical and effective writers. We also assert that examination-oriented practices make writing in the classroom inauthentic and largely incomprehensible, despite belief that the opposite is true. Keywords: Language teacher education, literacy, multiliteracies, multimodality, writing. Cite as: Mizusawa, K., & Kiss, T. (2020). Connecting multiliteracies and writing pedagogy for 21st century English Language classrooms: Key considerations for teacher education in Singapore and beyond. Journal of Nusantara Studies, 5(2), 192-214. http://dx.doi.org/10.24200/jonus.vol5iss2pp192-214

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and identity construction of English speakers. This present study investigates language attitudes of 80 Thai working adults toward native (American and British) and nonnative (Filipino, Singaporean, and Thai) varieties in terms of social status and competence, attractiveness, and linguistic quality through the use of the Verbal Guise Test (VGT) (80 participants) and semistructured interviews (10 participants). The results showed that the dominance of native varieties still prevails as native varieties are perceived more favorably than non-native counterparts in all dimensions, and remain the English accents that Thai speakers of English want to learn and use. The results also indicate that Thai speakers of English aim for certain native-based varieties due to intelligibility, the ownership of English, and identity reasons. Findings suggest the importance of awareness-raising of the diversity of English varieties among Thai speakers of English in order to promote a sense of linguistic tolerance and prepare them for interactions in ELF contexts where English is used as a default language for those whose native language is not shared.

<p>This article discusses and reviews English teacher professional development (TPD) research studies carried out in South East Asia between 2010 and 2018. There is a need to review previous English TPD because new teaching methods are required to develop 21^st-century students’ competencies due to the aim of changing the focus of English learning in school from grammar to conversational English and the use of computers in the classroom. This study aims to find the focus and types of English TPD trends in South East Asia to improve our understanding of what contributes to the effectiveness of the TPD programmes, which, in turn, may facilitate successful implementation of innovations in English language education. The researchers used the ERIC, Scopus and Google Scholar search engines to find English TPD research papers in South East Asia. The reviewed studies were conducted in Singapore, Indonesia, Malaysia, Thailand and Vietnam. The researchers performed the analysis by reviewing the studies and coding them for themes and notions using the frame based on the checklist proposed by Hunzicker (2011), namely supportive, job-embedded, instructional focus and ongoing components for TPD analysis. These reviewed studies appeared to be focused on observation research and action research.</p>

World Englishes (henceforth WEs) theory recognizes that English today is an international language that comprises ‘a unique cultural pluralism, and a linguistic heterogeneity and diversity’ (Kachru, 1985: 14). That is, WEs theory recognizes and appreciates an emerging group of English varieties worldwide (such as Australian English, Indian English, Singaporean English, etc.), seeing each as being of equal validity and legitimacy. This appreciation of the pluricentricity of English has aroused particular interest in the field of ESL/EFL teaching (e.g., Kachru, 1992; Jenkins, 2006; Kirkpatrick, 2008). It is well known that ESL/EFL teaching has long been dominated by the Inner Circle model (Kachru, 1985), also known as the native speaker (NS) model. The Inner Circle model of English teaching focuses on so-called ‘Standard English’ education and aims to develop ‘native-like proficiency’ among ESL/EFL learners. Such a monocentric approach posits the superiority of Anglo-American norms and cultures at the expense of other English varieties and cultures. However, criticisms of such an ‘exonormative native speaker model’ (Kirkpatrick, 2008: 184) have been frequently raised in the past decade, and a growing number of researchers (e.g., Kachru, 1986, 1992; Canagarajah, 1999; Jenkins, 2000, 2006; Seidlhofer, 2001; McKay, 2002; Kirkpatrick, 2006, 2008) have called for a paradigm shift to replace the monocentric Inner Circle model in ESL/EFL teaching. New models have also been proposed; for instance, Phillipson (1992a) argued for models in various specific English varieties that maintain international intelligibility; Kramsch (1998) proposed an intercultural speaker model, and Kirkpatrick (2008) advocated a lingua franca approach to replace the NS model; finally, Jenkins (2006) put forward the pluricentric approach to replace the monocentric approach in English teaching. Though different in some respects, these proposed new models all share the same aims for ESL/EFL teaching, that is, to promote pluralism in different cultures and English varieties, to raise ESL/EFL learners' awareness of the various English varieties, and to enhance ESL/EFL learners' confidence in their own English varieties. In this study, the term pluricentric approach is adopted because this term vividly catches the essence of the pluricentricity of English today.

Abstract The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants is negotiated. In the second part, the paper discusses the importance of para-phonological features such as ‘plesasant’ voice quality for communicative purposes. It is suggested that perhaps a course in Spoken English based on ‘diction’ and ‘dramatics’ rather than on the exact phonetic quality of sounds will prove to be more effective. Phonetic correlates of what is called ‘pleasant’ voice quality have also been discussed. The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants, either individuals and/or groups, is negotiated. RP has a set of rules prescribed for the speaker whereas the hearer-based communicative two-way interactional model considers the hearer as an active participant because it is after all up to the hearer either to accept the speech act as a successful speech act or reject it as more or less inappropriate or unhappy. Only the observation of the hearer’s answer can tell whether the speaker has succeeded in performing his/her speech act. This conventional effect should be analysed in the hearer’s uptake and of the speaker’s acceptance of such acceptance. Within the framework of Speech Act theory, an utterance is treated as an act performed by a speaker in a context with reference to an addressee. This pragmatic model focusses on strips of activity and speech acts as occurring in interaction. Within this framework, events as opposed to system, activity as opposed to rules, actual behaviour as opposed to cultural patterns are in focus. The problem of the choice of an instructional model with regard to spoken English has been debated in most of the commonwealth countries, and it seems to have generated a lot of heat. Arguments in favour of the British native model (BRP) have been advocated by the purists and perfectionists like Daniel Jones (1948), Prator (1968) and some other language conservatives. People like Abercrombie (1956, 1965), Kachru (1979), Bamgbose (1971), Bansal (1966) and Mary Tay (1982) who believe in a more realistic approach have suggested the acceptance of an indigenous model under the name of Educated West African English, Educated Singaporean English, Educated Indian English....etc. There aren’t any marked differences between standard native varieties and the Educated indigenous Englishes as far as morphology and syntax are concerned. Grammar is something ‘sacred’. The phonology of Educated indigenous Englishes, however, varies tremendously and one tends to be rather tolerant about this. Ideally speaking, the nonnative speaker should aim at BRP, because the standard of correct usage in a language, whether it is phonology or grammar, is the usage prevalent among the educated native speakers. British Received Pronunciation (BRP), however, has to be an unrealised ideal, partly because we do not have live speakers of this model. Any language model to be followed in instruction and learning has to be a living model. Furthermore, I am rather apprehensive whether such a thing as RP really exists any more even in Britain. I think even in England where it has such great prestige, the proportion of RP speakers would not exceed 3 per cent in 1988. The younger generation in Britain is beginning to feel more democratic and grow-ing rather hostile to the whole business of RP. Professor David Abercrombie, during his last visit to India, maintained that most of the Heads of Departments of English in British univerisities do not speak RP. He went on to add that their three Prime Ministers - Harold Wilson, Edward Heath and James Callaghan - did not speak RP. I am therefore inclined to agree with Abercrombie (1964:14) that “RP is an anachronism in the present-day democratic society”. In most of the commonwealth countries, it has been fashionable to promote the use of English that has a native-speaker base with everyone being encouraged to speak like a native speaker. Therefore, most of the research in the past on nonnative varieties (e.g., Tay (1982), Bansal (1966), Tiffen (1974)) has sought to identify the ways in which a nonnative variety deviates from a native variety at the segmental level. The typical approach in this tradition is to use the native accent selected for comparison as a template, juxtapose it against the template. Their research, thus, has largely concentrated on the way a nonnative accent deviates from a particular native accent, e.g. Singaporean English and R.P., Taiwanese English and American English, or Fijian English and Australian English. Evidently, the studies referred to fail to distinguish between the core properties of native accents and their accidental proprerties. Bansal’s study, for example, identifies the lack of contrast between “cot” and “caught” in Indian English. To my mind, this is a minor/uninteresting feature because for most speakers of standard American English there is no contrast between “bomb” and “balm” either. Both Indian and American speakers of English distinguish between “caught” and “court”, but this distinction is lost in British English. If keeping the segmental distinctions were the primary purpose of teaching spoken English, we would have to teach speakers of General American and RP to keep the distinctions that they do not maintain. Realisational differences are equally unimportant. Thus, Tay (1983) points out that the diphthong /ei/ is realised as [e:] in Singaporean English. However, this is true for most North American varieties as well, and there is no special reason why the speakers of Singaporean English alone should change their habits.

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x Alamsyah, M. (2019). Kiat jitu meningkatkan prestasi dengan mind mapping (A. Safa, Ed.; 2nd ed.). Mitra Pelajar. Arimbi, Y. D., Saparahayuningsih, S., & Ardina, M. (2018). Meningkatkan Perkembangan Kognitif Melalui Kegiatan Mind Mapping. Jurnal Ilmiah Potensia, 3(2), 64–71. Aykac, V. (2014). An application regarding the availability of mind maps in visual art education based on active learning method. Procedia - Social and Behavioral Sciences, 174, 1859–1866. https://doi.org/10.1016/ j.sbspro.2015.01.848. Balim, A. G. (2013). The effect of mind-mapping applications on upper primary students success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education, 22(4), 337–352. https://doi.org/10.1080/10382046.2013.826543 Batdi, V. (2015). A Meta-analysis Study of Mind Mapping Techniques and Traditional Learning Methods. The Anthropologist, 20(1–2), 62–68. https://doi.org/10.1080/09720073.2015.11891724 Berman, R. A. (2007). Developing Linguistic Knowledge and Language Use Across Adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development (pp. 347–367). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757833.ch17 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16(2), 105–120. https://doi.org/10.1177/026565900001600201 Budd, J. W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35(1), 35–46. https://doi.org/10.3200/JECE.35.1.35-46 Budyawati, L. P. I. (2016). Implementasi Metode Mind Mapping untuk Meningkatkan Kemampuan Bercerita Anak kelas B di PAUD Sarin Rare Mas Ubud. Pancaran, 5(3), 1–16. Buzan, T. (2005). Mind map: The ultimate thinking tool. Thorston. Buzan, Tony. (2005). Buku Pintar Mind Map. Gramedia Pustaka Utama. Buzan, Tony. (2007). Buku Pintar Mind Map untuk Anak. Gramedia Pustaka Utama. Chang, Y. H., Chang, C. Y., & Tseng, Y. H. (2010). Trends of science education research: An automatic content analysis. Journal of Science Education and Technology, 19(4), 315–331. https://doi.org/10.1007/s10956-009-9202-2 Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375–387. Chow, J. C., & Jacobs, M. (2016). The role of language in fraction performance: A synthesis of literature. Learning and Individual Differences, 47, 252–257. https://doi.org/10.1016/j.lindif.2015.12.017 Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–263. https://doi.org/10.1016/j.cedpsych.2003.09.001 Clegg, J., Law, J., Rush, R., Peters, T. J., & Roulstone, S. (2015). The contribution of early language development to children’s emotional and behavioural functioning at 6 years: An analysis of data from the Children in Focus sample from the ALSPAC birth cohort. Journal of Child Psychology and Psychiatry, 56(1), 67–75. https://doi.org/10.1111/jcpp.12281 Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62, 279–301. https://doi.org/10.1007/s10734-010-9387-6. DePorter, B., & Hernacki, M. (2015). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Kaifa. Dhieni, N. (2008). Metode Pengembangan Bahasa. Universitas Terbuka. Dhindsa, HS., M., K., & Anderson, OR. (2011). Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Science Education Technology, 20, 186–200. https://doi.org/10.1007/s10956-010- 9245-4. Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378 Farrand, P., Fearzana, H., & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36, 426–431. Hapidin, H., Pujianti, Y., & Juniasih, I. (2019). The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 172–186. https://doi.org/10.21009/10.21009/jpud.131.13 Hendarwati, E. (2015). Peningkatan Kemampuan Bahasa Melalui Mind Mapping pada Anak TK Aisyah 29 Surabaya. Jurnal Didaktis, 12(1). Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238 Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a hierarchical mapping technique as an aid to prose processing. Contemporary Educational Psychology, 4(3), 227–237. https://doi.org/10.1016/0361-476X(79)90043-2 Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn. G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77, 95–111. Hulme, C., Nash, H. M., Gooch, D., Lervåg, A., & Snowling, M. J. (2015). The Foundations of Literacy Development in Children at Familial Risk of Dyslexia. Psychological Science, 26(12), 1877–1886. https://doi.org/10.1177/0956797615603702 Indriyani, M. P., Wirya, I. N., & Parmiti, D. P. (2013). Penerapan metoda mind mapping berbantuan media. Jurnal Pendidikan Anak Usia Dini Undiksha, 1(1), 1–10. Jalongo, M. R. (2014). E arly Childhood Language Arts (6th ed.). Pearson Education, Inc. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., Tech, V., & Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327 Keles, O. (2012). Elementary teachers’ views on mind mapping. International Journal of Education, 4(1), 93–100. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research : JSLHR, 52 6, 1401–1416. Lestari, N. G. A. M. Y. (2020). Penerapan Metode Mind Map Dalam Pengembangan Kreativitas Anak Usia Dini. Pratama Widya: Jurnal Pendidikan Anak Usia DIni, 5(1), 35–42. Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for the early years and beyond. International Journal of Language & Communication Disorders, 37(1), 3–15. https://doi.org/10.1080/13682820110089911 Madu, BC., & Metu, IC. (2010). Effect of mind map as a notetaking approach on students’ achievements’ in economics. Journal of Emerging Trends in Economics and Management Sciences (JETEMS), 3(3), 247–251. McGillion, M., Pine, J. M., Herbert, J. S., & Matthews, D. (2017). A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry, 58(10), 1122–1131. https://doi.org/10.1111/jcpp.12725 Meier, PS. (2007). Mind-mapping. Social Research, 52, 1–4. Merchie, E., & Van Keer, H. (2016). Mind mapping as a meta-learning strategy: Stimulating pre-adolescents’ textlearning strategies and performance? Contemporary Educational Psychology, 46, 128–147. https://doi.org/10. 1016/j.cedpsych.2016.05.005 Mona, IA., & Khlaick, FA. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knjowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press. O‟Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86. Olivia, F. (2013). 5—7 Menit Asyik Mind Mapping Kreatif. Elex Media Computindo. Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly,46, 112–125. https://doi.org/10.1016/j.ecresq.2018.04.001 Padang, J. S. M., & Gurning, B. (2014). Improving Students’ Achievement in Writing Descriptive Text through Mind Mapping Strategy. Register Journal of English Language Teaching of FBS-Unimed, 3, 1–11. Patmonodewo, S. (2000). Pendidikan Anak Pra Sekolah. Rineka Cipta. Paxman, CG. (2011). Map your way to speech success! Employing mind mapping as a speech preparation technique. Communication Teacher, 25(1), 7–11. https://doi.org/10.1080/17404622.2010.513994 Riswanto, & Putra, P. P. (2012). The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu , Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68. Saed, H. A., & AL-Omari, H. A. (2014). The Effectiveness of a Proposed Program Based on a Mind Mapping Strategy in Developing the Writing Achievement of Eleventh Grade EFL Students in Jordan and Their Attitudes Towards Writing. Journal of Education and Practice, 5, 88–109. San Risqiya, R. (2013). The Use of Mind Mapping in Teaching Reading Comprehension. ELTIN Journal, 1, 32–43. Serig, D. (2011). Beyond brainstorming: The mind map as art. Teaching Artist Journal, 9(4), 249–257. Somers, MJ., Passerini, K., Parhankangas, A., & Casal, J. (2014). Using mind maps to study how business school students and faculty organize and apply general business knowledge. The International Journal of Management Education, 12, 1–13. Warsidi, Burhanuddin, A., & Mustafa, M. (2014). A Collaboration Of Mind Mapping And Organizational Pattern To Improve Students ’ Essay Writing Ability. Jurnal Pasca Unhas, 11, 1–12. Whitehurst, G. J., & Fischel, J. E. (1994). Practitioner Review: Early Developmental language Delay: What. If Anything. Should the Clinician Do About It? Journal of Child Psychology and Psychiatry, 35(4), 613–648. https://doi.org/10.1111/j.1469-7610.1994.tb01210.x Williams, M. H. (2012). Physical webbing: Collaborative kinesthetic three-dimensional mind maps. Active Learning in Higher Education, 13(1), 35–49. https://doi.org/10.1177/1469787411429185 Willis, C. L., & Miertschin, S. L. (2006). Mind maps as active learning tools. Journal of Computing Sciences in Colleges, 21(4), 266–272. Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 07(04), 619–626. https://doi.org/10.4236/ce.2016.74064

A consideration of the place of, and options for, explicitly teaching grammar to learners of English as an international language. A development of the opening address given at a conference on the teaching of grammar at the Regional Language Centre (RELC) in Singapore in November 2003. The key issue of the conference was whether the English-language skills of Singaporean school leavers would be improved through a revival of explicit and formal grammar teaching in the Lion City's 21st-century classrooms. The paper addresses this issue in both current and historical terms, going back indeed, at the end, to the beginnings of Western-style grammar teaching among the Greeks. While doing this, however, it also considers the nature and role of what the Singaporean government takes to be the proper target for its future citizens: speaking and writing an internationally acceptable English.

Most travelers eventually realize that they are the foreigners, and for me language was an early clue. From the mid-1980s through the mid-1990s, I spent eleven years teaching in Singapore and Hong Kong, where—despite the broad reach of American popular culture—some form of British English ruled. In Singapore, it is true, many people spoke “Singlish,” full of local words and expressions such as kopi tiam (coffee shop), kampong (village), “can or not” (yes or no), lah (untranslatable word of emphasis) or kiasu (the fear of missing out). But terms like these were rarely the source of my language problems.

This study investigates a few Anglo English and Singapore English tags. The focus is on their meaning and the ways of thinking they reflect, rather than their forms and functions. The study contrasts the so-called Anglo English tag questions and the Singapore English tag is it? and tries to show that their semantic and pragmatic differences relate to differences in ways of thinking in the two cultures. For the purposes of this research, meaning is articulated in a paraphrase couched in natural semantic metalanguage (NSM), which comprises a set of empirically established semantic primes and a universal grammar.

We might expect Brunei English to be non-rhotic, as the Englishes of both Singapore and Malaysia are non-rhotic and Brunei has strong ethnic, historical, economic and cultural ties with those two countries. The current study compares the R-colouring of read data from female undergraduates in Brunei and Singapore, and it finds that the Brunei data is substantially more rhotic than that of Singapore. It is suggested that this is for two reasons: the main indigenous language of Brunei is Brunei Malay, which is rhotic; and Brunei English is at an earlier stage of development than Singapore English and so it is more susceptible to outside influences, particularly from American media.

The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.

In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top–down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country.

English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

This paper summarizes current theoretical and practical issues of second language learning and teaching in the national curricula of three countries—Singapore, Malaysia, and Brunei Darussalam. One unifying feature of these three countries in ASEAN (the Association of Southeast Asian Nations) is the fact that they are multilingual communities with a vast range of complex linguistic and cultural traditions. A second is that they represent parallel cases of countries in which English has played an internal role historically. A third is that these countries all have Malay as the national language (albeit, in Singapore, with a large Chinese majority and with English as an important working language—Malay is not as widely used). A fourth is that bilingualism is a language policy, whether publicly advocated or implicitly sanctioned.

This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their leastpreferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.

The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and Literature (ELL) AG has over 70 academic staff with very diverse research interests. The sheer size of the AG results in several clusters of research interests in language teaching methodology and curriculum, language teacher training, language learning, literacy issues, classroom discourse, and sociolinguistic issues of relevance to Singapore and other parts of Asia. In this report, I highlight some of the recent research, completed in the years 2008–2009.

This study is concerned with the occasional lack of verbal past tense marking in Singapore English, which has been described both as evidence for morphological change and as a phonological consequence of final plosive deletion. Based on a corpus of spoken educated Singapore English, it is investigated whether the lack of past tense marking in verbs in a past tense context is due primarily to morphological or phonological factors and whether word frequency influences the rate of past tense marking. The results are interpreted as evidence for a phonological basis of most unmarked verb forms in Singapore English and suggest a shift in the function of the present tense. They further imply that past tense marking in Singapore English varies with sociolinguistic factors.

This study explores teachers’ perspectives and practices on translanguaging in English language teaching. Especially, it focuses on how English language teachers perceive and explicate the meaning of translanguaging. The researcher got the primary data from the teachers in different private and public schools in Chitwan. All the respondents were studying in the 4th year of B.Ed major English at Birendra M. Campus Bharatpur; they all were teachers as well. First of all, some survey questions which were related to the study were sent to them via mail and got the written responses by the same means. It happened in such a way because of the lockdown due to the COVID-19. To understand the issue further, I arranged the interview and focus group discussion. I followed the standard process of analysis i.e., coding, categorizing, thematizing, and discussion. Respondents were aware of translanguaging and they took it positively. They agreed that bringing the native languages of every student to classrooms was challenging. They claimed that translanguaging enhances students’ creativity and participation in class.

What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoyment was significantly associated with reading frequency and reading duration. Crosslinguistically, children’s reading duration and frequency in their two languages were closely related, despite their different reasons for reading English and Chinese/Malay books. Even though levels of reading enjoyment in the two languages were not significantly correlated, results suggested that English reading enjoyment may facilitate Chinese/Malay reading. Results highlight the important role of language policy, the focus of language curriculum and language-specific features in shaping bi-/multilingual children’s reading habits and preferences. Implications for classroom applications and the need to promote Chinese/Malay reading are discussed.

The formants of the conversational vowels of five male and five female Singapore English (SgE) speakers are measured and compared with comparable measurements of British English (BrE) in order to gain a comprehensive view of the vowel space of Singaporean speakers and to determine which of the vowel distinctions of BrE are not maintained in SgE. It is found that the distinctions between /iː/ and /ɪ/ and also /e/ and /æ/ are not maintained in SgE, and any distinction between /ɔː/ and /ɒ/ is small. It is also found that SgE /uː/ is more back than BrE /uː/. It is further suggested that the fewer number of vowel contrasts in SgE does not contribute to much loss of intelligibility.

For 40 years, the Singapore government has successfully promoted the English language for its citizens to operate in an international Western economy. However, English-language television drama, with no cultural-linguistic roots in Singapore's multi-Asian society, has been heavily criticised for its lack of quality in comparison to its successful Chinese-language counterpart. A case study of the prime-time drama @Moulmein High demonstrates how state involvement in English-language television has an impact on drama's content, popularity and commercial aims. This paper explores whether a television network endowed with the responsibility of maintaining a national value system can produce a TV drama series able to win favour with an increasingly English-educated local audience, and whether the drama can translate to television markets outside Singapore.

Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

The presence of French in advertising communication within largely non-French speaking communities has been noted by a few linguists. Haarmann (1984, 1989) found that French is used in Japanese advertisements as ethno-cultural hieroglyphs which connote refinement, poshness, style and tastefulness – stereotypes of France and French culture. The unintelligibility of French to Japanese patrons is perceived as a non-issue, as social or symbolic meanings are deemed to be more vital to attract patrons than denotational meanings. A parallel case was found in British advertisements of food, fashion and beauty businesses where French symbolism or linguistic fetish is seen as attractive to largely non-French, English-speaking patrons (Kelly-Holmes, 2005). Notably, French symbolic meanings are sometimes accompanied by elaborative messages in English. Kelly-Holmes (2005) noted that English is used only where message comprehension is important for explicit communication. Curtin (2009) documented the fact that ‘vogue’ or ‘display’ French shop names favored by high-end restaurants and beauty salons in Taipei occurred concomitantly with vogue English. Vogue English is relatively more ubiquitous across the city's linguistic landscape due to its connotations being exploited in a wide span of applications vis-à-vis the chic prestige of French, which is tied to food, beauty and fashion businesses. The Taipei case shows that non-idiomatic French is employed as a socio-commercial accessory, similar to the case of decorative English used in Japan (Dougill, 1987) and in Milan, Italy (Ross, 1997). However, a more recent study on Tokyo shop signs gleaned linguistic patterns other than vogue English and vogue French (MacGregor, 2003), such as French + Japanese and English + French + Japanese. A recent study by Serwe et al. (in press) found that French and French-like shop names are increasingly in currency, with local shop owners keen to stand out and appeal to the increasingly cosmopolitan and sophisticated clientele in Singapore, who are nevertheless overwhelmingly non-French speaking. They further found that French and French-inspired shop signs of food businesses can be classified into four categories, namely, monolingual French, French + another language, French function words + another language, and coinages, noting that there are idiomatic usages and non-idiomatic usages in the first three categories. In this paper, we throw the spotlight on coinages, which we argue are mostly explicable as French-English code-switched blends. We focus on localized nominal concoctions used by shop owners across food and beauty commercial entities within Singapore. We borrowed the term ‘Frenglish’ from Martin's (2007) study to refer to the French-English blends. However, we noted that Martin's study focused on the use of English in advertising communication in France, where English is the minority language that is largely sidelined by the Toubon Law. Contrastively, English in Singapore is de facto the national language, while French is a foreign language with few speakers.

Abstract This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students’ multiple intelligences and improve English skills together with easy and fun activities. Key words: English, Teaching, and Methodology Abstrak Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun. Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

In experiential learning, the importance of experience is recognized. The essential function of the learning process is that of the student's experience in experiential learning. Learning by doing, doing one's own thing, and discovering new things are all terms used to describe the process of learning via experience. Experiential learning is both a concept and a practice that encourages teachers to actively engage students in hands-on learning experiences and introspective thinking to improve students' knowledge, skills, and moral values. “An important foundation of English language instruction is based on the idea that students learn best when they work together on a topic or assignment” (Knutson, 2003). It is also significant for teachers to employ experiential learning in their English classes to combine the four language skills into real-world contexts. “In contrast to just hearing about and reading about a subject, experiential learning emphasizes first-hand contact with the material being studied. A physical component is also required for the phenomenon to be fully understood” (Brown, p.291). As Brown said, experiential learning places an emphasis on the psychomotor components of language acquisition by engaging children in physical tasks where the language is submerged and reinforced. As a result of action, learners are encouraged to use a variety of abilities.

Abstract Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.