Experienced Teachers Pedagogical Strategies In Content-Based Instruction Contexts (original) (raw)
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Inted2012 Proceedings, 2012
This paper presents a case study that investigated and compared the pedagogical strategies used by two experienced teachers with regards to language teaching in content-based instruction subjects in a secondary school in Malaysia. The respective content-based subjects are the teaching of Science in English Language and the teaching of English for Science and Technology. This study looks at both teachers' practices and how they converge and diverge from one another. This study also explores the rationale behind the teachers' pedagogical decision making. Examining the teachers' actions and their retrospective reflections on them can provide invaluable insights into teachers' underlying conceptions about teaching and learning and the tensions they experienced in teaching.
Indonesian Journal of Applied Linguistics, 2012
Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students' interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers' pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers' compensatory communication strategies, use of first language and teachers' perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher selfdevelopment and life-long learning efforts are also provided.
jurnal.upi.edu
Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students' interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers' pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers' compensatory communication strategies, use of first language and teachers' perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher selfdevelopment and life-long learning efforts are also provided.
International Journal of Scientific & Technology Research, 2020
English Language teaching ELT in Indonesian high schools experiences significantly declining and needs thoughtful attention to ensure a higher quality of English teaching. This study was attempted to figure out how English teachers demonstrate Pedagogical Content Knowledge PCK as a core skill of an integration of subject matter and pedagogy in English teaching and how they go through with potential tensions, issues and complexities in performing PCK at English classroom practice. A qualitative method with a case study design was employed and multiple perspectives were taken into consideration by deeply interviewing eight English high school teachers in Kota Jambi. Teaching document was also used to support and provide broaden description of data. Within and Cross Case analysis were utilized in analysing data by administering three stages of open coding, axial coding and labelling. The finding revealed that English Teachers in Indonesia practically experienced challenges in displayin...
Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices
Australian Journal of Teacher Education
The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins' (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations. Findings of the study revealed that most lecturers viewed positively the integrated content and language instruction. This view had impacts on their classroom practices where modifications were made in order to accommodate the implementation of the policy. This study provides information for policy makers, teacher educators, and content teachers to understand how the policy is articulated and how it is implemented in the Indonesian teaching context.
Teachers and the implementation of a new English curriculum in Malaysia
Language, Culture and Curriculum, 2014
In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews with teachers was used to study 32 English lessons at Standard 1. Despite being urged to adopt CLT approaches, the data analysis revealed the underlying pedagogy of the teachers was made up of rote, recitation, instruction and exposition, and that it severely restricted opportunities for pupils to participate in dialogue and discussion. Implications for improving the quality of English language teaching in primary schools in Malaysia and other countries in the Asia-Pacific region are considered.
Journal of Innovation in Educational and Cultural Research
The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in clas...
content course teachers vs language teachers-Issues and problems
Growing importance of global English in professional contexts has been the rise of ESP teaching at all levels. ESP is oriented towards mastering skills for professional communication. According to Osama Khalifa (2012), ESP teaching produces many problems such as problems for learners, problems for teachers, problems of methodology and materials, and problems of assessment and testing can be solved which require better teachers and better training. They need to understand the nature of the ESP teaching, they have to be able to observe and organize the learner's progress and to diagnose his problems. They have to be familiar with the widest possible range of alternative teaching techniques, learning requirements and the learner's needs. ESP teacher need to exercise professionalism based on training and experience. The structure and content of language curricula, when modern languages were first introduced into universities, were much influenced by the need to achieve academic respectability (Radford, 1985). Language curricula is therefore dominated by the systematic study of grammar, the regular carrying out of translation exercises into and out of language, the close study of set literary and science texts, the broad study of philological studies of the language (Maddock, 1994). The core of content based instruction is the lofty ideal that language instruction cannot be devoid of the context in which it is presented, and moreover, that content rather than language structures should be the driving force in curriculum development (Erickson & Schulz, 1981). According to freiermuth(2001), Content based teaching generally adhere to the idea that content is superior to grammaticality of language structures, but that form and content need to be integrated into language instruction.
Dual Language Programme: Teachers’ Beliefs and Practices in Teaching Science Through English
Journal of Nusantara Studies (JONUS)
Background and Purpose: The recently implemented Dual Language Program (DLP) policy in Malaysian schools may require teachers involved in the initiative to make necessary changes in their teaching practices in appropriate directions. It may also challenge the beliefs that these teachers hold with regard to teaching subject matter in English as a medium of instruction. Thus, this study seeks to investigate the beliefs of primary Science teachers with regards to the teaching of Science through the English medium, and the extent to which the beliefs of teachers are consistent with their classroom practices. Methodology: The study employed a quantitative data collection and analysis approach. Science teachers’ beliefs and stated practices were obtained via a questionnaire using the Likert-scale. The respondents of the study include 44 primary Science teachers in Kuala Lumpur and Selangor, Malaysia. A Pearson correlation analysis was computed to examine the association between teachers...