140.ESL and inclusive education

 

Adapted from article in The Progressive Teacher

*Inclusive Education means that the learners are admitted to the institution irrespective of being able or disable. The learners are given the same activities without discrimination or being biased.

*Disabilities normally found in learners are:

-Vision impairment- difficulty in developing reading and writing skills.

-Hearing impairment - problem developing listening and speaking skills.

-Physical disability - problems related to developing motor skills.

-Learning disability-difficulty in paying attention to the teacher; problem in memory retention and reproduction.

-Intellectual disability- lower IQ in these learners than expected of their age.

But the peers/scholars advocating Inclusive Education feel that if some good practices are implemented then these difficulties can be overcome.

Hindrances in normal course

* Hostile environment in the schools: they lack the ability to interact in social settings.

*Always under the threat that someone may laugh at their faulty language.

*Learners are more dependent on teachers.

*Anxieties of speech, namely  fear of failure, fear of audience, fear of breaking the rules and many more.

Approach to teaching ESL as Inclusive Education

* The teacher should create positive learning environment by not discriminating the learners.

* The teacher should structure the activities so that the disabled learners can also take part in it. This will make the learners feel that they are not out of place.

*Avoid using verbal or non-verbal communication that will have a negative effect on the disabled learners.

* Care should be taken to match the needs  of learners- Eg;seating arrangement 

 

Please  view:

English as a Second Language (ESL) for Inclusive Education

By Ajit P Thosar

http://www.progressiveteacher.in/english-as-a-second-language-esl-for-inclusive-education/#:~:text=Language%20development%20should%20be%20a,skills%20wherever%20it%20is%20possible.

 

139.Problems in teaching ESL learners

 

1.Students speak more of their native language than English

 

2-2. Students take control of the lesson

 

3.A student in particular dominates the lesson

 

4.Students are too dependent

 

5.Students are bored or unmotivated

 

6.Students arrive late or disrupt the class

 

7.Students don’t do homework

 

For  full article please view

7 Most Common ESL Problems and How to Solve Them by Claudia Pesce

 

https://busyteacher.org/12794-7-most-common-esl-problems-how-to-solve.html

 

138.Action research in ELT

 

Action research is a development tool for a teacher that involves observing or gathering other data about a class through interviews, case studies, and questionnaires. A teacher can establish a cycle of identifying problems, planning changes in response, implementing changes and gathering and analysing data to evaluate the implementation. Action research can be used to help general development or to resolve specific problems with teaching or learners.

 

Example
A teacher has problems with giving feedback to learners on speaking problems and decides to record their classes. They then analyse the recordings to identify more effective ways of correction. They implement changes based on this, and collect data to analyse whether feedback is now more useful to learners.

 

In the classroom
Peer observations, learner and teacher diaries, audio and video recordings, case studies, questionnaires and interviews with learners are all methods that can be used to gather data for action research.

Please view:

 

https://www.teachingenglish.org.uk/article/action-research

https://www.teachingenglish.org.uk/article/action-research-easy-1-2-3

137.ESL learner issues

 

*Challenges Faced By Learners In ESL: A Case Study

This paper investigates the challenges faced by the ESL learners of Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Pakistan. Please view:

https://www.researchgate.net/publication/341385368_CHALLENGES_FACED_BY_LEARNERS_IN_ESL_A_CASE_STUDY_OF_INSTITUTE_OF_ENGLISH_LANGUAGE_AND

*************************************************************Problems in *Teaching Grammar to English Learners at Secondary Level

This  study highlights the problems in teaching English grammar to the secondary school learners.

Please view:

https://www.researchgate.net/publication/330846019_Problems_in_Teaching_Grammar_to_English_Learners_at_Secondary_Level

**************************************************************

*Pronunciation Problems: A Case Study of English Language Students at Sudan University of Science and Technology

Please view:

https://www.researchgate.net/publication/287556202_Pronunciation_Problems_A_Case_Study_of_English_Language_Students_at_Sudan_University_of_Science_and_Technology

****************************************************

Certain challenges  ESL learners  face

 #1: The plateau

#2: Lack of confidence

#3: Virtual learning fatigue

#4: Overscheduling

#5: Overambition

#6: Demotivating classmates

 

Please  view:

 6 Common Challenges ESL Students Face (and How Teachers Can Help)

By Peri Destina Eryigit

https://bridge.edu/tefl/blog/challenges-esl-students-face/

 

136.Current Research Trends in ELT

 

*Nowadays, more and more research and discussions have focused on the issues of “World Englishes” and English as a Lingua Franca (ELF).

*Recognizing translanguaging in the teaching and learning process.

*Today’s ELT research trends have been changing from mainly on linguistic and language foci to fostering a sense of social responsibility in students in the global world.

 

*The 21st century is referred as the “Postmethods Era” by many scholars in  which the focus on teaching is on eclecticism.

 

* The  increased focus on Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI), and English for Specific Purposes (ESP) has meant that more and more programs require English teachers to use cross-curricular, cross-disciplinary content in teaching and to teach both the content and English.

Some scholars have introduced a new way of looking at second language acquisition (SLA) as “multi-competence” focus on the importance of intercultural communicative competence.

Recent studies on World Englishes, ELF, Translanguaging, as well as the roles of nonnative-English-speaking teachers (NNESTs) in the ELT field, have made more people recognize that the effectiveness of English teachers should be determined by their linguistic, instructional, and intercultural competence rather than simply by their linguistic identity.

*Artificial Intelligence, Xtended Reality (Virtual, Augmented, Mixed Realities), Blended Learning, Gamification, Digital Stories, Mobile Apps, Internet, YouTube, Web.2.0, e-books, and various automations, have changed how we prepare our lessons and instruct our students.

*The constant development of trends and practices in the ELT context has also evolved the role of today’s teacher. More and more teachers are asked to use collaborative, content-based, project-based curriculum to help students develop higher-order thinking skills, effective communication skills, and knowledge of technology.

 

*In general, ELT research has been evolving throughout time due to dynamic changes in the area. Some prominent changes include purposes of learning, more centered focus on students, soft skills and character, and technological development.

Source: Article  by Hery Santosa

   https://mhsantosa.id/2021/11/29/current-research-in-elt/

135.Reviving Blog

 

By the time the two semester  BEd  Programme  was launched, I was transferred to   Thalassery  and was posted in the MEd department. So even  though  I had  associated myself  with the  revision of the curriculum in Kerala University, I  never  got to know  how  exactly  the  curriculum was  transacted.  Following the transfer, I  launched  new  Blogs for the MEd students  and  discontinued  posting  in this Blog.

Since  May 2022, I  was  invited  to  engage  sessions  for  the  BEd  trainees  of   Christ Nagar  College of Education, Trivandrum.  Then  I used to  refer to this  Blog  to enable my trainees  access  content related  materials.  The  trainees of the 2021-23 batch  prior  to their  Model examination informed  that  they have not been able to  access  notes on  certain   topics. So  I had  prepared  materials.  I hope the materials  posted  in the  following  posts,   would benefit  trainees in other colleges  too…

Posted by Dr.C.Praveen

134. Semester IV- Resource Link

              * * * * * * * *  * * * ** ***

   To shop please view

    https://curatorpedagogue.com/shop/ 

* * * * * * * *  * * * ** ***

Posted for  the Kerala University English Teacher Educator’s Forum - KUETEF]

Hello everyone,

Last week  I received a  request from  one of our  colleagues for resources for  Semester IV.  I hope  this blog post will be useful to both teachers and trainees.

Post Methodology: Kumaravadivelu

Kumaravadivelu (1994) identified what he called the 'postmethod condition', a result of 'the widespread dissatisfaction with the conventional concept of method'  Rather than subscribe to a single set of procedures, postmethod teachers adapt their approach in accordance with local, contextual factors, while at the same time being guided by a number of 'macrostrategies.

Please view

http://www.bkumaravadivelu.com/articles%20in%20pdfs/2001%20Kumaravadivelu%20Postmethod%20Pedagogy.pdf

https://www.teachingenglish.org.uk/article/methods-post-method-m%C3%A9todos

Neurolinguistic Programming

This is a growing branch of knowledge. Neuro refers to your neurology; Linguistic refers to language; programming refers to how that neural language functions. In  short NLP is like learning the language of  ones own mind.

For a  fairly clear introduction please view

https://www.skillsyouneed.com/ps/nlp.html

For NLP in ELT please view

https://www.teachingenglish.org.uk/article/neuro-linguistic-programming-elt

Online tutoring

It refers to teaching learners within a virtual environment. 

Please view

http://ilearniteasy.com/blog/online-tutoring/

M-learning in ELT

Today it is possible to learn English anytime,  anywhere,  and  even while  on the move using mobile phones.

For a talk view

https://www.teachingenglish.org.uk/article/a-beginners-guide-mobile-learning-elt

Also view

https://nikpeachey.blogspot.in/2012/12/mobile-learning-in-elt-survey-2013.html

Resource Mapping

A method for collating and plotting information on the occurrence, distribution, access and use of resources within the economic and cultural domain.

Use as a tool

http://instedd.org/technologies/resource-map/

Online tests

For preparing Online tests

http://larryferlazzo.edublogs.org/2008/05/22/the-best-ways-to-create-online-tests/

On taking online tests

http://www.studygs.net/online/onlinetest.htm

https://blog.cengage.com/tips-taking-online-exams/

Online assessment

It is a  procedure by which specific abilities or characteristics can be evaluated via the Internet. 

Please view

http://www.uwec.edu/CETL/resources/upload/online-assessment.pdf

Trends in research in language and language learning

For survey of ELT research in India

Please view

https://www.britishcouncil.org.in/elt/

For a collection of research  papers

Please view

https://englishagenda.britishcouncil.org/research-publications/research-papers

Research in Internet-based teaching and learning

An article on this topic is available  at the following link

http://www.seameo.org/vl/internet04/internet.pdf

Continuing Professional Development

It refers to the  process of tracking and documenting the skills, knowledge and experience that  one gains  both formally and informally as  one works, beyond  initial training.

Please view

http://www.jobs.ac.uk/careers-advice/managing-your-career/1318/what-is-continuing-professional-development-cpd

For the British Council CPD framework please view

https://www.britishcouncil.in/teach/continuing-professional-development

Online professional development courses

Today it possible  recharge ones own  teaching, learn new techniques and strategies online

Please view

https://www.class-central.com/subject/professional-development

https://www.mooc-list.com/

TKT(Teaching Knowledge Test)

It is a recognized test  to prove teaching knowledge. If you have not undergone a course such as BEd,  this test would help acquire  basic teaching knowledge.

Please view:

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/tkt/

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/tkt/about-tkt/

CELTA(Certificate of Teaching English to Speakers of Other Languages)       

It is now being seen as an essential TEFL qualification, particularly if you intend to  find an  English teacher  job abroad.

Please view:

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/

http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/about-the-celta-course/

IELTS (International English Language Testing System

The international English language testing system (IELTS) is  a recognized  English language proficiency test for higher education.   Many  who intend to migrate pass this test to help gain employment abroad.

Please view:

          

 http://takeielts.britishcouncil.org/choose-ielts/what-ielts

https://www.ieltsessentials.com/global/testinformation

Prepared and posted by                                                             

Dr. C. Praveen

President, KUETEF