to know at least the basic of English. This influence ensures the use of English in order to do business. This situation means that all people are involved in either teaching or learning English. Both natives and non-natives are today involved in ELT. This special position undergirds the recent models of English labeled by different terminologies such as World Englishes (WE) (Kachru, 1992; Rajagopalan, 2004; Widdowson, 1994) and English as an International Language (EIL) (McKay, 2004; Nakamura
simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures deals mainly with the different aspects of both cultures. Teaching English as a Foreign Language besides education in American and British culture may not be considered as a form of cultural imperialism. In fact we should not ignore the fact
limited time span, the students need to focus on the right times as well as the right strategies that can help them to deal with the language being learned. 5. The socio-cultural principle: Language is not in vacuum condition. They are related to culture where the language is reflected. So it is important
1. Introduction There are three key factors in language classes: learners, teachers and textbooks. The textbooks are the most viable and adaptable ones, being investigated and updated in the field. Richards (2001) highlighted the role of textbook materials as the main instructional materials in most language courses. Learners with various learning styles have different needs and interests. Therefore, a one-fit-all textbook cannot account for all existence diversity. Every learner may consider the
The need to communicate effectively has increased with increased modernity. Globalization and IT revolution has brought communication to the forefront of all professional studies. With the whole world becoming a global market, the traditional view of studying English as a subject is now transformed into a way of life not only for a professional but also to a common man.A remarkable paradigm shift has taken place from learning to articulate words to learning to communicate well, from knowing to hear
This started to be implemented in most of schools in Indonesia from elementary school level to senior high school level. In response to this current change, Ministry of Education and Culture has produced the English book for teachers and students. The teachers’ English book consists of guide how to teach their students according student’s English book. The student’s English book consisted of materials based on the 2013 Curriculum. The
Globalization and ELT Rowntree (2009) opened the first chapter of the book, Globalization and Diversity, by introducing the most noticeable element which people around the world face in the 21st century: it was globalization, the growing interconnectedness of people and places through converging processes of economic, political, and cultural changes. It is an obvious trend that today's world is becoming increasingly global, open, and dynamic. The boundaries and limits of the past continue to diminish
practice of English language teaching (4th ed.). Pearson ELT, Longman ELT. Hayes., & Karbowska S. (1984). Drama As a Second Language: A Practical Handbook for Language Teachers. National Extension College. Holden, S. (1981). Drama in English language teaching. London: Longman. Hubbard, P., Jones, H., Thornton, B., & Wheeler, R. (1986). A training course for TEFL. Oxford: Oxford University Press. Kodotchigova, M.A. (2001). Role play in teaching culture: Six quick steps for classroom implementation. Retrieved
communicate with each other” He made certain assertions that show the relation between culture and international language. His assumptions are: • It’s not necessary for a learner of an international language to adopt the cultural norms as well. • The ownership of the worldwide dialect gets to be denationalized. • The instructive objective of taking in a global dialect is to empower learners to convey their thoughts and culture to others. These presumptions by Smith are additionally substantial for the utilization
classroom impacts the learning that takes place. I play a large part in what happens in my classroom, and my background certainly impacts this. I was raised in a culture that celebrates diversity. I was raised to appreciate what each individual and culture brings to our world as opposed to seeing them as a threat to my own individuality and culture. Therefore, I try to bring this curiosity and appreciation for others into my classroom. I truly believe that my students and I are equals, and each of us has