Shattering the glass ceiling of language barriers in bilingual and multilingual classrooms

The teaching plus learning practices have become a challenge for ESL teachers and learners significantly at the undergraduate level in Pakistan. This difficulty occurs to teachers when they have to deal with ESL learners from such diverse backgrounds. In Pakistan, the English languages is majorly taught as second language at college and university levels in public and private sectors. At general level, English language is in practical pedagogy as a compulsory subject from schools to colleges and universities. The English language today is used as the world’s language some also call it as ‘’Universal language’’ because of its wide usage across the world, that contributes into the usage and learning of the language in all the domains and areas of study (Yunus, 2013). This research study attempted to investigate the strategies ESL teachers use in multilingual English language classrooms at undergraduate level in universities to deal with learners and cope up with such linguistic diversity in classrooms. The qualitative research paradigm was employed with structured online interviews of the undergraduate teachers of University of Sindh, Mehran University of Engineering and technology, Jamshoro, and Quaid-e-Awam University of Engineering, science and technology, Nawabshah, Sindh, Pakistan respectively. The study proposed that there are diversified learners in multilingual ESL classrooms at undergraduate level in universities having different backgrounds. The teachers use multiple strategies to cater multilingual learners in ESL classrooms and these situations have both positive and negative effects on learners’ performances. Keywords: English language teaching, English as Second language (ESL), learner’s experiences, learner’s difficulties, language learners, teacher’s strategies, pedagogy. DOI : 10.7176/JLLL/64-02 Publication date: January 31 st 2020

The field of English language teaching and learning has long been full of a plethora of acronyms and terms. Those terms that relate to languages and users of languages that are not those privileged or dominant in any given context should be subject to particular scrutiny. The author argues that labels applied to individuals and less dominant languages have the power to entrench and perpetuate monolingual ideologies and deficit model thinking with regards to multilingualism in education. This paper seeks to offer a critical examination of terminology pertinent for children designated as ‘EAL’ (English as an Additional Language) in the UK school context (as well as other anglophone countries) and to problematise the most commonly used of ideologically-entrenched terms. The author proposes a new option that reconfigures the current hierarchical relationship between the dominant language, English, and those that have a lower status within the wider society. The author concludes by arguing that this discussion is arguably a starting point for a broader reconceptualisation of many of the terms and acronyms that abound in the language teaching and learning field.

This study investigated the expected ideal English as a Second Language (ESL) teacher of the L2 learners in Sri Lanka. ESL teacher is a key person in the ESL classroom in Sri Lanka. School is the primary spot for the vast majority of the L2 students to start their L2 learning in Sri Lanka. This investigation was led among 30 Sri Lankan state funded university students by utilizing the mixed method. There were non-English majors among the participants and participation was voluntary. The questionnaire data were analyzed by utilizing SPSS and group discussion information were analyzed through categorization technique. The results of the questionnaire analysis showed that, L2 students expect their ESL educators to have good skill in using English language, be well prepared, have the capacity to motivate the students and possess great individual characteristics. Furthermore, through the group discussion, it was identified that most of the students lost their inspiration because of the personality and teaching ability of the ESL teacher at school. More significantly, these students feel motivated to begin their L2 learning later because of a motivating ESL instructor either in a tuition center or in an institute. Indeed, the findings recommend that the qualities and ability of the ESL teacher in an L2 classroom are critical in motivating the L2 students in Sri Lanka. These findings can be applied for the advancement of the selection of English Language teachers in Sri Lanka.

Teaching English as a Second Language (ESL) to learners of different basic schooling phases is arguably an interesting yet enigmatic phenomenon, which features a variety of factors such as language diversity, curriculum, policy, and cultural factors. This paper sought to explore the experiences and the strategies employed by ESL teachers to aid learners navigate through linguistic diversity in English Second Language classroom contexts. From the interpretivist epistemological stance, the researchers inferred qualitative data through semi-structured interviews from ten (10) purposively sampled high school ESL teachers from one district in Durban. Data was thematically analysed through the Social Constructivist Theory. The study’s findings indicated that the primary approach used by ESL teachers in linguistically diverse classrooms was various languages in English literature classrooms. Furthermore, the study discovered that using various languages arouses learners’ interests and enhances learner involvement in classroom-based activities. In this regard, the researchers concluded that learners are more engaged and motivated to learn to read, analyse and respond to texts in a multilingual classroom than in monolingual classrooms. The researchers further recommend that teachers use strategies beyond the textbook and policy documents to capture the learner’s attention. Using various teaching approaches, codeswitching, and translanguaging are effective strategies teachers and the Department of Education should not shy away from. Keywords: Learner interest, Learner engagement, English as a Second Language, Multilingual classrooms, Literature in English, Code-Switching.

Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

Assessment is a difficult issue for language teachers, and involves a number of factors, including the selection of an appropriate instrument to assess students' learning progress and outcome. In addition, although educators usually attempt to quantify students' learning, language learning can be complicated and thus, a learner's progress is often never assessed (Jacobson, Sleicher, & Maureen, 1999). Moreover, many English as a Foreign Language (EFL) teachers often experience great challenges when evaluating their students' speaking ability, especially since several critical issues are involved, i.e. fluency, accuracy of grammatical structure, and pronunciation. Specifically, one critical area centers on components of the language, such as vocabulary, grammar, and pronunciation, but these do not necessarily reflect learners' English communication ability (Bowen, Madsen, & Hilferty, 1985). However, research (Chung, Wu, & Ku, 2004., Gredler, 1995) has shown that portfolio assessment is one of the most effective evaluation methods for overcoming this concern in the English as a Second Language (ESL) classroom.According to Paulson, Paulson, and Meyer (1991), a portfolio is a systematic and purposeful collection of student work that displays students' learning progress, efforts, and achievements. In addition, it consists of a wide variety of materials, such as teacher notes, student videotapes of individual or group projects, retelling story tapes, etc (Valencia, 1990). For ESL learners, instructors could use portfolios as an alternative assessment approach to evaluate students' language learning progress. Most importantly, unlike other assessments, portfolio assessments do not exclude certain student populations that are based on their language level (Baker, Freeman, & Clayton, 1991). This paper discusses how EFL learners perceive portfolio assessment. In addition, other issues such as how to involve students' in class portfolio assessments, as well as efficacious grading concerning the EFL learners' portfolio will be addressed. Research results provided empirical data as evidence to proof how English language instructors can use portfolio assessment as an alternative assessment in the EFL teaching environment.

This study investigated potential applications of Lesson Study (LS) as a collaborative form of reflective practice and as a model of effective Professional Learning (PL) in English as a Foreign Language (EFL) teaching in Indonesian tertiary contexts. Three research issues were addressed: the EFL secondary school teachers’ and LS specialists’ beliefs about LS as a form of PL, the EFL tertiary lecturers’ beliefs about PL, and the potential applications of LS as a model of PL in tertiary contexts. LS is presented as a model of PL that offers EFL teachers in Indonesia a way to shift current transmissive teacher-centered approaches to EFL teaching to more student- centered learning. It is argued that in Indonesian tertiary educational settings, secondary school teachers PL should similarly become the centre of their own learning. Drawing on theories of reflective practices in teaching and learning and the principles of LS, the study sought to demonstrate the applicability of LS as a model of EFL lecturers’ PL in tertiary contexts. Informed by interpretivist approach and naturalistic inquiry, the study involved twelve EFL teachers from secondary schools, three LS specialists, and seven EFL lecturers from the Gama Language Training Centre (GLTC) in Indonesia. Using qualitative methods, focus group interviews and in-depth interviews were utilized to gather the data. Focus group interviews were conducted with the EFL secondary school teachers and the EFL lecturers in the GLTC, while individual in-depth interviews were carried out with the LS specialists. These three lenses on the phenomenon under enquiry provided rich data for exploration. The data were triangulated for trustworthiness and credibility. The data were analysed thematically using increasingly rigorous levels of coding. The findings are illustrated by verbatim quotations to give voice to the participants. The findings indicate that many of the participants in the secondary school contexts considered LS an efficacious approach to teacher reflective practice and PL. The collaborative work and reflective practice embedded in the phases of LS provided many learning opportunities for enhancing EFL content knowledge and creating effective pedagogies that contributed positively to their sense of self as professional educators. Another finding reveals that after having focus group interviews, the EFL lecturers in the GLTC shifted their beliefs from a paradigm of professional development to one of PL. LS with its phases of PLAN, DO, SEE offers a potential framework of PL to achieving this. When comparing and contrasting the school teachers’ beliefs about LS as a collaborative and reflective practice form of PL with those beliefs held about PL at the tertiary level, it was found that both groups of participants believed their PL activity was an opportunity for them to become better practitioners. The findings too revealed that the characteristics of LS as the form of the EFL secondary school teachers PL have embedded in the EFL lecturers’ PL in the GLTC. This provides opportunities for LS to be adopted as a collaborative model of reflective practice so that the transmissive mode of EFL teaching in Indonesia can be shifted to one more focused on student learning. LS proved to be effective model of PL and it is currently undertaken by secondary school teachers; therefore, it will be particularly useful for EFL teaching in Indonesian tertiary contexts. The implication of this study of LS as collaborative and reflective PL in Indonesian tertiary institutions is that PL is essential in improving teacher professionalism and supporting a shift from a transmissive teaching practice to one that is learner centred.

A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used interpretative phenomenological analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semi-structured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers’ perceptions of English as an additional language (EAL) pupils’ aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

Resilience in the face of emergency remote teaching: EAL pupils’ experiences during the COVID‐19 pandemic

Creativity in teaching focuses on a comprehensive outlook that develops innovative skills and a reflective approach inside the classroom. Creativity in English Language teaching is language teachers' attempt to promote active learning to attain credible learning outcomes. Creativity is a bunch of innovative skills that are required to produce original and new ideas in teaching. Creative teaching strategies are far better as compared to conventional methods, and they make learning more practical as they build ample self-confidence in the learners. This research sought to establish the role of the use of Creative teaching strategies in teaching and learning of English as a Foreign Language (EFL). It, therefore, aims to investigate that the EFL teachers are predisposed to inculcate different teaching techniques inside their classrooms, and they are fully aware of the merits of adopting creative teaching skills. They are also keen on gaining professional satisfaction and relief provided by this approach of teaching. The prime concern of this research is to evaluate whether Creative teaching strategies used by language teachers have crucial roles in enhancing the teaching and learning of the English language at the Undergraduate level. It further illuminates the significance of Creativity in English Language Teaching (ELT). The authors have based this research on a descriptive survey and have carried it out at King Khalid University (KKU), Abha, Kingdom of Saudi Arabia (KSA). The authors have used a simple random sampling technique to select the teachers of English from various female undergraduate colleges of the KKU campus. In this study, a series of questions are created and combined, to measure a particular trait. That particular trait is the acquisition and preference to use Creative teaching techniques by the teachers of EFL to female undergraduate students at King Khalid University. Their opinions and experiences in an EFL classroom for enhancing language learning helped the authors in collecting the required data. The authors have used descriptive statistics to compare the efficacy of Creative Methods in the teaching of English to Arabic speaking undergraduate students. The results of this study eloquently manifest the mindset of EFL teachers who are aware of their role as facilitators to save their students from plunging into the sea of monotony and boredom. This research also postulated that generating a culture of Creativity in EFL classrooms exhibits multiple rewards: including student motivation, a compatible atmosphere, pleasant learning, enhancing teacher's confidence, and expertise. It further throws light on the importance of Creativity in English Language Teaching as it makes the teaching process quiet engaging whereas the instructors also achieve the learning objectives. Creativity plays a role in making the language classroom student-centered, where the students not just memorize theory or concept but get involved in a feedback session, collaborative learning, and employ creative and critical thinking skills.

The idea of ‘teacher as moral guide’ (TMG) is a core motif among teachers in Vietnam. However, what counts as morality and the moral role of teachers in contemporary Vietnam is constantly challenged and reconstructed by processes of globalisation, the international status of English, the country’s exposure to different values brought about by its open-door policy, and its ambition to integrate globally. Employing a qualitative case study research approach with nineteen student teachers and ten teacher educators of English at three different English language teacher education institutions in Vietnam, this study has attempted to re-examine the notion of ‘morality as an identity filter’ and the conception of ‘teachers as moral guide’ (Phan, 2008; Phan & Phan, 2006; Phan, Phan, & McPherron, 2011) as the ‘core’ identity of Vietnamese teachers through the participants’ social positioning of self and others and through interactions. In other words, it focuses on examining the reconstructed meaning of this professional/national identity in relation to English as an international language (EIL) in the context of globalisation. More specifically, the study looks deeply into the way EIL might influence the development of teacher identities within the boundaries of English language education. The data collection process involved three stages proceeding from guided journal writing/semi structured individual interviews (before the practicum), through 4-6 weekly diaries collected through email correspondence (during the practicum) to in-depth individual interviews (after the practicum). Individual in-depth interviews were carried out both with teacher educators and student teachers at the final stage. The findings have illuminated the translation in meaning of TMG and ‘teacher morality’ firstly through dialectic positioning of self and others, and secondly through the conflicts and negotiation of morals and values associated with the informants’ experiences during English language learning and teaching (ELLT). The meaning of TMG in relation to EIL and globalisation has been identified in recognition of several influential factors. It is found that the pragmatic issues of teaching professions such as low pay, work and life balance, the vision of being perfect, overloaded professional requirements, the senior teachers’ models (both negative and positive images), and experiences of ELLT have contributed to the negotiation of teacher morals, moral roles and related values leading to the transformation of subjectivity among the participants. The complex interplay of factors and reasons created dilemmas which student teachers navigated as they developed their particular understandings of TMG and the formation of their professional identity. The meaning of teacher morality and TMG has been extended from being good in conduct and knowledge, to also being an inspiring model. The study has portrayed a shifting image of Vietnamese teachers, focusing on teachers being ‘moral’ in a less conventional way. The ELT teachers are suggested as being a model of modern teachers who own a typically distinctive image without having to wear the image of a ‘classic’ teacher. Wearing a new look and practising their own styles, ELT teachers have been perceived as setting an example for their students with their knowledge, their enthusiasm, their open-heartedness, their inspirational spirit, and most importantly their embodiment of morality of Vietnamese teachers. The findings have also contributed some universal characteristics of ELT professionals and the tensions that they engender. ELLT has more or less acted as a driver of shaping and reshaping the personal and professional identities of ELT teachers. The concept of TMG as a ‘core’ identity of Vietnamese teachers, while retaining its currency and significance, has been socially and linguistically reconstructed in relation to universal ELT professionalism, in which teachers should perform their moral roles as ELT professionals while demonstrating themselves to be moral educators for issues that matter locally, nationally and globally. The perceptions of ELT Vietnamese teachers’ image/teacher identity have confirmed the usefulness of the underlying socio-cultural approach (Bucholtz & Hall, 2005) that informs this study, and which shows that identity is (re)constructed through positioning and interactions. The study also reinforces the scholarship about professional identity as constructed through identification and negotiation of personal, local and universal values and beliefs. This project puts forward issues for teacher education, urging the explicit encouragement of TEs to enact their moral guiding roles through a caring relationship while enhancing STs’ understanding of morality and development of moral identity.

A Discursive Lens on English Language Teaching and Learning in Saudi Arabia

Word‐meaning is an area that has been neglected in research on teaching and learning in an additional language. Poor command of English lexicon is a major factor in under‐achievement for many UK children whose access to the curriculum is through the medium of English as an additional language (EAL). In many UK primary schools teaching approaches miss opportunities to apply knowledge available in several theoretical fields. By taking word‐meaning as a focus of concern, elements from semantics, and from first language development and cognition maybe combined to develop better understanding of EAL pupils’ linguistic needs. The paper reports on a small‐scale, primary classroom‐based project, Word‐Weaving, which identifies a set of strategies to manage classroom discourse in ways designed to give words and their meanings particular kinds of attention. In this project, target word‐meanings related to learning objectives in UK National Curriculum topics were explored by teachers, EAL pupils and their families, and an example of this process is described.

ABSTRACTThis study explores six Vietnamese, English as a Foreign Language (EFL) teachers’ reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was the prevalence of grammar-focused practices in all EFL classes. From their perspectives as EFL teachers today, the participants see their learning experience as a way of learning to teach. In particular, they pinpoint the negative aspects of language teaching at that time in the hope that their teaching practice today will not repeat the same mistakes. However, they also reflect on positive aspects, especially their influential teachers, to inform their teaching. Based on the findings, the study suggests that language teachers’ experience of language learning should be considered part of reflective teaching as well as of teachers’ trajectories of learning to teach.