Resume International Webinar on Teaching English to Young Learners 2020

 Name : Dinda Riani

NPM : 1910631060013

Class : 3E

Essentials in TEYL for Indonesian Elementary Schools: An Update for 2020

Speaker: Bachrudin Musthafa, MA, PhD.

An Overview of the Presentation: Four Big Parts

Part A: Contextual Conditions

Part B: Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia 

Part C: Learning from Excellent TEYL Programs and Responding to the Challenges

Part D: Can We Fulfill the Requirements for Success?

Part A: Contextual Conditions

1. English as a local-curricular content in Indomesian Elementary Schools

2. Elementary School Children as Learners of a Foreign Language

3. Take it or leave it: the Ina’s government stance to TEYL

Part B: Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia

1. English in Indonesia has the official status of a foreign language (EFL)

This FL status has consequences: lack of exposure, lack of engagement; and lack of support

2. Issues of teachers’ confidence and capabilities in teaching EFL to young learners

3. Issues of sponsorship

Part C: Learning from Excellent TEYL Programs and Responding to the Challenges

1. TEYL comes in different forms and intensity of practice.

    1. modest time (1-1.5 hours per week)—VERY WEAK IMPACTS

    2. significant time (20-30% using English to teach other subjects)—STRONGER IMPACTS

    3. substantial time (50-90% using English tp teach other content subjects)--- STRONGEST IMPACTS

2. Effective Teachers of English can fluently use English for functional communicative purposes, including for instructional purposes.

(effective English teachers are disciplined in using English)

3. Excellent teachers of English know who children are and how these children learn.

• Children learn from direct experiences; 

• children learn from hands-on physical activities; 

• children’s thinking is embedded in here-and-now context of situation; 

• children learn holistically from whole to parts using scripts; 

• and children have a short memory span.

By referring to these principles, teachers help increase children learning motivation because they can see for themselves that English is useful. 

4. Excellent English Teachers to Young Learners Know How Children Acquire a Language

A handy rule is as follows: Exposure– Engagement– and Supports

These three components represent a requirement for learning to happen:

-- exposure to English (where  children are exposed to language in use which can serve as examples to learn from)

--engagement  (where children are provided with opportunities to use and work with English; and

--consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)

5. Excellent English teachers take a responsibility to ensure children’s English learning

1. Use English to provide exposure to functional language use

2. Provide print-rich environment in English (e.g., pictures with captions)

3. Focus on functional English for vocabulary development and immediate communicative needs fulfillment.

5. Reiterate often to ensure acquisition.

6. Establish useful, acquisition-promoting routine

Part D: Can Indonesia Handle the Challenge?

1. Choose only excellent TEYL teachers to be assigned to teach in class.

    1. -- The teachers should be proficient in English (both spoken and written). 

    2. --the teachers should be conversant with the notion of who children are and how children learn.

2. Teachers of English should be disciplined in using English as much as possible during teaching-learning process.

3. Apply  a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.

“English Language Teacher Education Amidst the Covid-19 Pandemic: A Malaysian Experience”

by Fatiha Senom (Ph.D) Senior Lecturer Department of Language & Literacy Education Faculty of Education of University of Malaya

Part 1: The Experience

Covid 19 Pandemic & Higher Education Institutions

 As covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government

 Immediate closure of schools and universities

 Teaching and learning were instantaneously transformed into distance and remote formats.

 The Ministry of Higher Education (MoHE) of Malaysia made the decision to halt all face-to-face lectures and urged every higher education provider to prepare for online learning.

 Online learning teaching and learning protocols were developed

 Students began to return to their homes, where in some areas there was little or no internet coverage

 Lack of stable internet access that impede synchronous online learning

Mitigating the Impact of Covid-19 Pandemic on Teacher Preparation Program

Online Teaching and Learning during Covid-19 Pandemic

1. Online Teaching & Learning Design: Student Learning Time

• Active Participation

• Synchronous & Asynchronous

• Aligned with the predetermined Cause Learning Outcomes

• Students’ Ability

• Creativity

• Reviewed Student Learning Time

2. Online Teaching & Learning Delivery

• Synchronous Teaching & Learning

• Asynchronous learning

• Students’ Attendance

3. Online Teaching & Learning Assessment: Continuous Assessment

• Formative Assessment & Summative Assessment

• Online Assessment Platform

• Reliability & Validity of Alternatives Assessment

• Plagiarism / Cheating

• Special Considerations

Part 2: Scholarly Discussion

Language Teacher Education by Distance (LTED)

1. Characteristics of distance learning (Mood.1995)

• The physical separation of teacher and learner

• The influence of control of an organized educational institution

• The involvement of “MEDIA”

• Two-way communication in same form

2. Other terms used include: online learning, e-learning, virtual learning environment flexible learning, individualized learning, resource-based learning, supported self-study, independent learning, student-centered learning, computer assisted learning, interactive learning, and work-based learning. (Race, 2005)

Current Approach & Practice

• The discussion in LTED include:

1. Technology

2. Online Discussion

3. Learners and Teacher Challenges

4. Practicums

5. Autonomy & Independence

Practical Implication: How technology course can be taught in an SLTE program?

• Most frequently used strategies to introduce technology (Kay. 2006): 

1. Integrating technology in all courses 

2. Using multimedia such at through the implementation of online courses and electronic portfolios

3. Focusing or education faculty with the hope that over time this would filfer down to preservice trainees

4. Delivering a single technology course

5. Modelling how to use technology

6. Collaboration among preservice leachers, mentor teacher, and faculty 

7. Practicing technology in the

8. Offering mini-workshop 

9. Improving access to software, hardware, and/or support 

10. Focusing on mentor teachers

• Determining factors in ensuring the success of any strategy: 

1. Good access to computers with ongoing technology support 

2. Time, both during and after the course, for participants to learn about and then implement what has been covered. as well as achieve subsequent recognition for their work. 

3. The modeling and constructing of authentic tasks and relating of theory to practice through practical examples and application -to move beyond and understanding of technology to an understanding of how technology is implemented in a language teaching situation. 

4. Experiencing technology from learners' perspectives.

5. The availability of ongoing pedagogical support.

6. Opportunities and encouragement to reflect on the implications of technology at a boarder level

The Three-Period Lesson: a Key Part of  the Montessori Method

By Yuna Tresna Wahyuna, S.S, M.Hum

What is Montessori?

The Montessori Method is founded on Maria Montessori’s educational philosophy.

 

The teacher’s role is to prepare the classroom, and observe and guide their students in their learning. As a result, children progress at their own pace, according to their own abilities.

Principle of  Montessori

1. Follow the Child

Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.

2. Through work in the Montessori environment, children learn to develop concentration, self-discipline, and a love of learning.

The Purpose of Three-Period Lesson

to introduce a concept or vocabulary and demonstrate the purpose of a material.

The Three Period Lesson1

1. Name "This is..."

The teacher may identify a concept or material and request the child to manipulate it. This allows the child to hear the name continuously and associates the objects visually as well.

2. Recognition "Show me..."

The teacher may identify a concept or material and request the child to manipulate it. This allows the child to hear the name continuously and associates the objects visually as well.

3. Recall

The teacher requests the child to identify all materials without any assistance. When the child has mastered this period of the learning. They may move on to more comples materials and concepts.

Dinda Riani