The Application of Culturally and Linguistically Responsive Pedagogy in English Speaking Classrooms – A Case Study (Published)
This paper discusses the challenges of ensuring equal access to education for diverse students in English speaking classrooms and the potential benefits of using culturally and linguistically responsive pedagogy (CLRP). The study aims to investigate the use of CLRP in English speaking classrooms, its impact on student learning outcomes, teacher pedagogy, and classroom dynamics. The research used a qualitative case study approach involving interviews with teachers, classroom observations, and a CLRP-incorporated lesson plan. The findings suggest that CLRP positively impacted students’ motivation, engagement, and speaking skills, and helped bridge cultural differences. The study provides insights into the potential benefits of incorporating CLRP in English language classrooms in Malaysia and offers recommendations for teachers and policymakers on how to effectively integrate CLRP practices into their pedagogy.
Citation: Jalil C.R.A (2023) The Application of Culturally and Linguistically Responsive Pedagogy in English Speaking Classrooms – A Case Study, International Journal of English Language Teaching, Vol.11, No.2, pp.,72-91
Keywords: Culture, Linguistic, Pedagogy, speaking motivation
Linguistic Context as Explicators: A Study of ‘Fill in The Gaps’ Exercises in Selected Nigerian Senior Secondary English Textbooks (Published)
This study examines the ways in which the linguistic context helps the Senior Secondary School Students to unravel the missing words in the ‘fill up the gap’ exercises in their English textbooks. The aim of the study is to uncover the extent to which the linguistic context helps the students in arriving at the correct vocabulary to be used in the exercises. Applying the context theory as proposed by van Dijk (2008) as the theoretical framework, the study examined two Nigerian Senior Secondary English language textbooks namely The Intensive English for Senior Secondary Schools and Round up English. For the analysis, 10 different exercises were selected, 5 from each of the textbooks and used as data. At the end, the investigation reveals that apart from the knowledge of vocabularies which the students have, the other co-text words and/or phrases surrounding the gap to be filled in the incomplete sentences used as exercises in the textbooks play key roles in ensuring that students arrive at the correct answers. The study also reveals that the chances are high that the writers of these texts deliberately create enabling linguistic context in order to cushion the shock of the missing words in the exercise.
Keywords: Context, English textbooks, Linguistic, exercises, vocabularies
Assessment of the Problems of Teaching English Language at Junior Secondary Schools in Katsina State, Nigeria (Published)
Teaching English as a second language is not as easy as some think. In this study, an attempt is made to identify the problems militating against successfull teaching of English language at junior secondary schools in Katsina State, Nigeria. The problems are categorised as psychological, linguistic and pedagogical. The method used in the study is the descriptive survey design. Sixty Eight public, private and community schools across the educational zones were used, involving 210 teachers and 384 students. Two sets of questionnairs, one for teachers and the other for students were used to collect data. The data collected was analysed by means of frequency counts and percentage. Bar charts were also used for further clarity of the results obtained. The findings revealed that pedagogical problems were at the top in militating against successfull teaching of English at the targetted schools. However, among the three types of schools used in the study, problems identified are more pronounced in public schools. The implecation of the findings is that, since the aural – oral skills are the backbone of the English language, a language used as the medium of instruction in all schools, the whole education system is at threat. Among the solutions offered is that Government should review upward, the current minimum teaching qualification and as an interim measure, intensify effort to provide teachers with lower qualifications the necessary linguistic background and skills for efficient teaching of the two skills. This is necessary because NCE as a teaching qualification has deteriorated beyond imagination.
Keywords: English teaching, Junior Secondary Schools, Linguistic, Problems, Psychological, militating, pedagogical
Content Schema, an Indispensable Part of L2 Reading Comprehension: A Review (Published)
This paper aims to explore and raise awareness of the significance of content schema as an essential component of language acquisition, principally illustrating its potent value in L2 reading comprehension. All good readers have enhanced schematic knowledge that helps them in comprehending not only texts, but lexis plus contextual information without difficulty. Activating students’ schemata helps them to become metacognitive, however, the role and importance of schemata in language acquisition has fairly remained a derelict aspect with regards to second language learning and teaching; this study therefore seeks to highlight the same for facilitating a much needed understanding required to devise and put into practice an easily adaptable way of learning and instructing possibly in L2 reading. The study may possibly pave the way for further research in the area.
Keywords: Content Schema, Contexts, Culture, Linguistic, Reading Comprehension, Schema