Writing for International Publication: An Interview with Nugrahenny T. Zacharias, Handoyo P. Widodo and Willy A. Renandya (original) (raw)
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Advancement of technology in this millennial era has made world one virtually borderless nation where people of different countries and mother tongues can easily communicate through the use of lingua francas. This phenomenon has increased the importance of foreign language proficiency, particularly English, which is much used in global-wide communications. This also means that English language teaching (ELT) is becoming more crucial and important in order to prepare millennial generation to face the challenges in global competition. Realizing the importance of ELT for Indonesian students' future endeavors became one of the reasons why I chose to pursue my career as an English language teacher in higher education, particularly in departments for pre-service English teachers.
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Las practicas de lectura y escritura juegan un papel esencial en la formacion de profesores de lenguas extranjeras. Por un lado, pueden constituir una herramienta fundamental para la adquisicion de conocimiento disciplinar (Carlino, Iglesia, & Laxalt, 2013). Por el otro, los profesores de lengua extranjera precisan ser lectores y escritores efectivos en sus comunidades profesionales para poder contribuir tanto con el avance de sus propias carreras como del campo profesional (Edwards-Groves, 2013) ya que esto por lo general se realiza mediante las publicaciones. Sin embargo, las practicas letradas que rodean el proceso de escritura de trabajos para su publicacion raramente son ensenadas. De hecho, durante su formacion, son raras las ocasiones en las que los futuros profesores de lengua extranjera cuenten con la oportunidad de escribir para una audiencia real, ya que la mayoria de las veces lo hacen para sus profesores y con el fin de ser evaluados. En este trabajo, compartimos una ex...
Teaching writing in Latvia and Portugal
One of the main tasks in teaching language is teaching students to communicate. People cannot live without one another: they are social beings. As soon as we are in contact with others, we are communicating, through a wide range of techniques including the use of spoken and written language.
Teaching the Writing of English as Foreign Language: An Indonesian Context
Liceo Journal of Higher Education Research, 2015
This research, conducted from August to November 2014, aimed at describing how English as a foreign language (EFL) writing is taught and learned in an Indonesian context, that is, three junior schools in the City of Kupang, East Nusa Tenggara Province, Indonesia. The study used instruments such as interviews, observations, and students' English writings. The data were analyzed descriptively using theories of Bogdan and Biklen (2007), Odell (1977), and Ivanic (1995). The results showed that the teachers have traditionally done the teaching of EFL writing in the schools, that is, the teaching of writing aims at improving students' speaking, reading, listening, vocabulary and grammar, but not writing itself. Teachers' treatments of both good and poor student writers were, in general, the same. The students' writings were generally poor although there were some who could write well. The teachers, however, determined to improve their EFL teaching practices, namely, moving from traditional ways to contemporary practices of EFL writing teaching and learning whose aim is to improve students' writing itself and along their processes of writing, their teachers act as learning facilitators right from topic choice to writing to rewriting to publishing.
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Applied linguists have different viewpoints on the relationship between teaching literature and language. Language through a literature approach theoretically corroborates the role of literature in developing language skills because it exposes students to different styles of writing and authentic materials. Language-structure-based syllabuses might not be sufficient for developing students' language skills. By contrast, an authentic-based syllabus such as novels and short stories motivates language learning and fosters the development of thinking and language skills. In this vein, this study attempts to investigate undergraduates' attitude towards the role of teaching novels in enhancing writing skills, using a survey in which students provided their opinions on the areas that teaching novels helped improve their writing skills. The students’ responses were analysed, and a one-sample t-test revealed the students’ agreement of the positive role of teaching novels in developin...
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Academic writing and subsequent publishing have become an important part of the career advancement and professional development of those engaged in English language teaching worldwide. The aim of this study was to explore a solution to the gap in the academic writing skills of Ecuadorian English teachers in tertiary education. Our survey of 65 Ecuadorian English teachers showed that 92% of teachers had never published. Their reasons for not having done so included lack of self-confidence that they could produce publishable material, lack of English proficiency, lack of academic writing skills and lack of time. The intervention described in the research study involved engaging nine English teachers of an academic writing training course in authentic tasks that required writing academically for five carefully chosen ELT publications. An attainable goal was set: the participants of the training course held in November-December 2016 were invited to write book reviews and short articles on the intervention itself. Till the end of April 2018, altogether seven academic-level texts (four book reviews, one webinar review, one short article, and a concise book) were published. Two of the course participants decided early on that they did not want to participate in the optional academic writing and publishing activity, and a further four did not follow up on their initial steps; nonetheless, as a result of the intervention and its follow-up phase, five of the nine participants (including two that initially abstained) eventually published academic-level texts in recognized ELT publications. The results of the study suggest that tertiary level (non-native) English teachers can start writing academically and achieve success in the competitive world of publishing if realistic tasks are set, the trainees are mentored systematically, and the time frame (18 months) allows the submission, revision, and editing of academic articles to develop organically, leading to polished products.
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