The Implementation of Emi (English Medium Instruction) in Indonesian Universities: Its Opportunities, Its Threats, Its Problems, and Its Possible Solutions

In this paper, I attempt to find out whether EMI (English Medium Instruction) can be an effective means of enhancing students\u27 and teachers\u27 language proficiency at university (bilingualism) and whether bilingualism necessarily leads to biliteracy. In addition, I would like to propose a model on which a smooth transition to a full EMI implementation can be achieved, should it be adopted. From literature reviews, I conclude that EMI (using English to teach content subjects) can be a better means of solving learners\u27 language problems than teaching English as a subject, because it allows learners more exposure to the language (comprehensible input) and more opportunity to use it (comprehensible output). However, due to its classroom-based nature, EMI is not likely to develop the four language skills (listening, reading, speaking, & writing) equally for both students and teachers. On the other hand, the assumption that EMI will automatically result in biliteracy is unsupported, because only bilinguals competent in both languages can take a full advantage of their bilingualism. Students or teachers who are not adequately developed in the language are likely to suffer academically, socially, and psychologically instead. Since research has found that total/full immersion is not the right method for language-incompetent students, the writer believes that both a bridging program and a partial EMI program are necessary at least at the initial stage of EMI implementation. The bridging program should be based on students\u27 and teachers\u27 academic and linguistic needs (EAP); the partial EMI program may be based on limitations on three factors: the participants, the scope of use, and the settings. Finally, in order for the program to run smoothly, mixed-mode teaching in the classroom should be discouraged and a conducive atmosphere for second language acquisition should be established both in the classroom and outside the classroo

Effects of multimodal tasks on students’ critical reading ability and perceptions

This study investigated the effects of multimodal tasks on critical reading ability and perceptions of Thai university students. To compare effects on critical reading ability, students were randomly assigned to experimental and control groups and assessed with pre- and post-critical reading tests. Furthermore, reflective journals and semi-structured interviews were used to gain in-depth information about students’ perceptions towards the multimodal tasks. The findings revealed that the experimental group with the treatment of multimodal tasks outperformed the control group in critical reading test scores. Furthermore, evidence from the reflective journals and semi-structured interviews showed that students generally had a positive perception of the multimodal tasks. The multimodal tasks not only assisted them in proposing critical reading ideas and fostered analytical thinking skills, but also enhanced intrinsic motivation and learning autonomy

The effectiveness of tutoring for improving pre-service teacher development

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of the tutoring approach on pre- service teachers’ skills to work with English language learners (ELLs) through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. 50 pre-service teachers participated and data was collected from 500 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of the challenges of working with ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of the tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for a teacher education program to assist pre-service teachers to assimilate pedagogies and apply through the tutoring approach

A Collective Case Study of Novice Elementary Teachers\u27 Perceptions of Preparedness to Teach Early Literacy Skills to Beginning Readers

The purpose of this collective case study was to explore novice teachers’ perceptions of their preparedness to teach early literacy skills to beginning readers in rural northwest North Carolina. Novice teachers’ perceptions of how adequately prepared they felt to teach early literacy skills to beginning readers in prekindergarten through third grade was examined using Badura’s theory of self-efficacy. The central question was “What are the perceptions of participants regarding their preparedness to teach early literacy skills to beginning readers?” The three sub-questions were as follows: how do participants describe their preparedness as it relates to content knowledge; how do participants describe their preparedness as it relates to addressing students’ challenges in acquiring literacy skills; and what experiences or opportunities do participants believe would help prepare beginning teachers to teach early literacy skills to beginning readers? The participants were 10 novice elementary school teachers responsible for teaching early literacy skills in prekindergarten through third grade. Data was collected via individual interviews, focus group interviews, and reflective journaling. Data was analyzed using coding to identify themes and patterns. The study produced four themes and nine subthemes. The themes were feelings of preparedness, effective literacy instruction, orthography, and differentiated instruction. The results indicated novice teachers felt unprepared to meet the literacy needs of beginning readers. However, teachers felt more prepared after gaining experience in the classroom, collaborating with veteran teachers, and when using scripted programs. Future research needs to include a larger sample size representative of more teacher preparation programs to better understanding teachers’ current perceptions of preparedness to teach early literacy skills to beginning readers

A New Perspective in Teaching methodology and reading professional texts of EMPP/ESP for medical and paramedical purposes in Iran (Una nueva perspectiva en la metodología de enseñanza y lectura de textos profesionales de EMPP/ESP para uso medico y paramédico en Irán)

Con el Nuevo milenio ha crecido y ha devenido urgente la necesidad de desarrollar las capacidades para entender y comunicarse con sus semejantes. El intercambio internacional de ideas ha devenido algo vital. Para cubrir esta necesidad un número creciente de personas buscan mejorar sus capacidades lingüísticas para lo cual el método ESP se ha convertido en un medio adecuado. Entering a new millennium, we have to feel that the ability and the need to understand and communicate with each other has become increasingly important, at times even urgent. An international exchange of ideas seems to be not only essential but also vital. To meet these communication needs, more and more individuals have highly specific academic and professional reasons for seeking to improve their language skills particularly ESP which holds particular appeals to adults

STUDENTS' PERCEPTION OF TABLEAU IN EFL CLASSROOM

This is the qualitative study that examines the students perception of benefits and concerns of tableau used in EFL classroom. Tableau actually is one of the process drama techniques which allows the students to create a living picture using their body, gesture, and facial expression. Tableau is theoretically useful for students to be engaged in reading because it offers all reading strategies. However, there has been few available studies regarding to tableau, especially in EFL classroom context. It was then compelling for conducting the study of how students perceive of their experience in doing tableau in their classroom. The participants were 25 students in one of the EFL classroom in Indonesia. These participants were engaged in doing tableau for three-time meetings. After they experienced doing tableau in their classroom, they were asked to write a reflective journal to know their perceptions in regards to the benefits and concerns of tableau. Moreover, four participants were interview to get deeper understanding of their perception of tableau. The results from reflective journals and interviews revealed that the students perceived several benefits were gained after doing tableau, such as it helps them create sensory images, gain more vocabulary knowledge, deepen characters feeling, learn collaboratively, provide an alternative learning, and creating a fun atmosphere in the classroom. However, they also perceived several concerns about tableau, such as it takes much time, some ineffective groupworks still happens, and they also reported that they found some students misinterpreted the text in tableau

Interactive reflective journal writing as a tool for mentoring and teacher professional development : a case study

This dissertation explores interactive reflective journal writing as a tool for teacher professional development and mentoring. The aim of this case-study is to ascertain whether and how one grade two teacher's practice developed as a result of keeping an interactive reflective journal during the process of on-site coaching

Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas

This paper examines how and why learner resistance (to the teacher's goals and expectations) occurred in a metacognition-training (MT) project, which aimed to enhance reflection and autonomy in EFL learning. MT was integrated into a regular EFL reading course for second-year BA TEFL undergraduates at a Chinese university. Learner resistance in the MT project was manifested partly through mismatches between the goals and expectations on the part of the teacher and the students. After suggesting initial reasons for learner resistance, the paper explores more complex explanations. That is, at a more macro level, institutional pressures and societal expectations arising from an influential national test (TEM-4) gave rise to an examination culture; at a more micro level, these controlling pressures and expectations were realized by the pragmatic product-oriented approach in the EFL classroom and by students' positioning as examination learners. These might help explain why learner resistance occurred in the MT project. The paper notes in the end that learner resistance is also a matter of tensions and conflicts in learner and teacher agendas, and in learners' short-term and long-term priorities in learning. Based on this, implications for EFL teaching and learning are exploredpostprin