Experience of Teaching English Basing on Educational Partnership in Non-language Universities (original) (raw)
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2008
This study is intended as a contribution and upliftment to pedagogy in South-African Intermediate Phase Classrooms. The thrust of this dissertation revolves around attempts to unravel, intermediate phase educators perceptions and knowledge of cooperative learning, and to ascertain, to what extent cooperative learning enhances learning, in intermediate phase classrooms. Through a process of simple random sampling, three intermediate phase educators were selected as a sample for this research. An observation schedule was used to ascertain whether cooperative learning was being practised in the intermediate phase classrooms. Through my observation and discussion thereafter with the educators, it was clear that cooperative learning was not being used as a teaching strategy in the intermediate phase classrooms. Furthermore, these three educators, indicated to me that they were not knowledgeable on cooperative learning and were not exposed to this pedagogy at all. I presented a workshop on cooperative learning, to these educators. Thereafter, they practised this type of pedagogy in their classrooms for three weeks, after which they were interviewed. This sought to provide an insight into intermediate phase educators perceptions and knowledge of cooperative learning, as well as to see the extent to which cooperative learning enhances learning. This dissertation encapsulates the findings of the study conducted with educators, with regards to cooperative learning. Findings of the study, indicated that intermediate phase educators, perceived cooperative learning as a significant pedagogy that will enhance the culture of learning and teaching in the intermediate phase class. Furthermore, they indicated that cooperative learning assists intermediate phase learners to achieve a range of academic, as well as social outcomes. Conclusions and recommendations, emanating from the study, list the significance of the use of cooperative learning in intermediate phase classrooms. According to Johnson and Johnson (1994) The ability of all students to learn to work cooperatively with others is the keystone to building and maintaining stable marriages, families, careers and friendships. Education is the forefront of any nation. It is therefore incumbent on educationists to ensure that schools promote the culture of teaching and learning, in pedagogical styles, that develops the learner holistically and prepares him for society at large.
On the Nature of the Pedagogical Relationship
This paper aims to discuss two types of pedagogical love, i.e, monological and dialogical, found after analyzing the relationship between a teacher and eight adult students in a class of English as a second language. The analysis was based on pedagogical activities produced by the students and a diary written by the teacher overduring eight months. The theories used to analyze this material were Exploratory Practice, Psychoanalysis and Philosophy of Language of Mikhail Bakhtin.
Cognitive Aspects of Interaction in Foreign Language Teaching
OLIVEIRA, S. B. Cognitive Aspects of Interaction in Foreign Language Teaching. Sino US English Teaching. , v.11, p.310 329, 2013. In the Applied Linguistics area, there is a growing interest in researches concerned with understanding the implicit factors upon the use of language in the classroom context (Allwright & Bailey, 1991; Chaudron, 1988; Johnson-Laird, 1983). There is also an effort to involve teachers in a process of critical reflection about their own practice in Continuing Education Programs (Schön, 1983; Zeichner, 2001). This investigation, an excerpt of a doctor research, was developed in a continuing education program developed by a university from Brazil. It aimed at understanding the cognitive factors implicit in the interaction promoted by a teacher in English as a FL (foreign language) context. The data came from questionnaires, mind maps about interaction, classroom video recording, and stimulated recall sessions. The discussion was based on an interface between the Discursive Theories (Miaskovsky, 2008; A. L. A. M. Oliveira, 2006), Mental Models Theory (Johnson-Laird, 1983) and the Vygostskian Socio Historical Cultural Theory (Vygotsky, 1984). The results point some advantages of using mind maps and discussions to elicit mental models about interaction. The tools provide a picture on how the participant perceives her working context as well as how the interaction concept is organized cognitively by her. Evidence points to a relationship between the participant background experiences, mental models, and actions in the classroom. It suggests that, besides mental models, other factors influence the selection of content, the class planning system and the actions of the teachers in the classroom context. The study contributes to expand the researches related to mental models regarding specific aspects in the learning process, thus collaborating with the teacher' education.
LAPLAGE EM REVISTA, 2021
The aim this paper is to determine the individual trajectory of the organization of teaching English, considering the individual differences of students and the level of development of their ability to learn. This bibliographical and reflective study used the specialized literature as support and reinforced arguments to prove its hypothesis as the final result: “to teach a foreign language will be effective if the system of didactic and educational means used in the lesson corresponds to the aims of the activity, the real cognitive capabilities of the group, individual students, groups of students”.
Before embarking into the world of academician, as a teacher we need to be fully embraced of our own passionate profession as whether we are willing to carry the responsibilities up to the highest expectations. The teachers or lecturers need to know who they are and what is inside them to accomplish the mission as educationist in guiding and giving the best facilitation of making the students achieve their career goals. It is not exaggerating if they need to be accomplished with the knowledge, psychological toughness, right working attitudes and sincerity of the highest regards. The students of them too need to know what they want and how to interact with their lecturers concerned. It is of no used if nothing materialized when no effective communications are done to realize the relationship between the two.
Aktualʹnì pitannâ gumanìtarnih nauk, 2022
According to the modern trends and the latest educational reform in Ukraine, one of the key competencies for students is learning a foreign language. This competence should be formed regardless of the profile of the student's education in higher education. While for foreign language students the development of communicative skills is one of the most important components of learning, for non-profilled specialties such as musicologists, biologists or lawyers, this field of study may seem at first glance purely nominal and uninvolved in professional life. However, this statement is incorrect, because a foreign language, although not being the main object of study, is instead an indispensable means of communication. Specialists who do not speak a foreign language have limited access to sources of information, scientific and educational publications, and it is impossible for them to communicate with foreign colleagues, limiting the horizons and perceptions of new ideas and facts, which is unacceptable for professional development. Due to this, there is a need to develop in non-profiled students along with the skills of everyday communication, professional communication skills as well. Teaching a foreign language is characterized by number of effective methods and each of them has its own merits. None of the methodological approaches can be referred as the most successful since they are prescriptive and lack of flexibility. Teachers should be able to employ different techniques which fit well into the context of their work and thus can benefit from various approaches. This article focuses on analyses of three approaches in teaching, namely Grammar-Translation Approach, Lexical Approach and Communicative Approach, which are currently the most popular ones in Ukraine. The chosen approaches are described through theoretical framework, their advantages and disadvantages are listed as well. The aim of the research is to provide practical implementation of the three approaches based on three interconnected lessons with different structures and specific goals. Each lesson is a ready-made product for implementation in educational activities, and contains comments on the tasks and the need for adjustments and corrections, the purpose of each of them, and options for changing them if necessary.
Learning And The Learner: A Critical Overview
Abstract Learning is a necessary and universal aspect of the process of developing culturally organised, specifically human psychological function-Vygotsky(1978,p-90) The educational system at the UG Level stands walled in by the constraints of a theory based examination system,. paucity of skilled facilitators, skewed teacher –learner ratio and a classroom filled with a variegation of individuals and individualities. Given the limitations of such a context, it becomes a matter of grave conjecture if objectives such as development of communicative competence or outcome based learning become a mere cosmetic enterprise. Superadded to this is the issue of pragmatic encumbrances faced by the teacher in terms of transforming a classroom into a constructive and productive language room-an issue that compounded at the UG level given the extent of differences found within the learning atmosphere and the time bound semester system which gives the teacher little or no time to juggle curricular and pan-curricular activities. Matters get compounded when the content of the text book gets tangentially different from the culture of the average learner .The politics of power subtly and in a very innocuous manner steals its way into the curriculum, level of transaction and the classroom culture-ultimately influencing the quality and level of learning and having a determinable effect on the learners ability of imbibing the skills of social interaction and developing personal communicative competence. Keywords: Educational constraints ,Communicative competence, classroom culture