Global Education in Second Language Teaching

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Ten Strengths of How Teachers Do Cooperative Learning

Cooperative learning involves students in working together with peers to learn, to develop learn-ing skills and to enjoy the learning process. This paper examines ten areas in which the author be-lieves he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their ex-periences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroo

Suggestions on Writing for Publication in Language Learning Journals

This article provides suggestions on writing for journals in the field of language learning. These suggestions are presented in the three sections. The first section discusses how to begin. Suggestions in this section are that we appreciate the benefits of writing for publication, develop good ideas, work efficiently, ponder options as to what type of writing to do, choose a good topic, consider replication of other's research, and cooperate with others. The second section presents suggestions on doing the actual writing. Here, it is suggested that we connect ideas, delve deeply into the ideas we present, strive to write the reader friendlymanner, use visuals, and improve our writing by noticing how other journal authors write. The third section concerns relations with editors. The advice given is that we choose carefully the journal to which we submit our work, follow that journal's directions to contributors, include a cover letter, be prepared to wait patiently, welcome critical feedback from editors and reviewers, and view editors as colleagues. Received: 10th November 1998; Revised: 31st December 1998; Accepted: 5th January 1999How to cite: Jacobs, G. (2015). Suggestions on Writing for Publication in Language Learning Journals.TEFLIN Journal - A publication on the teaching and learning of English, 10(1), 1-16. doi:http://dx.doi.org/10.15639/teflinjournal.v10i1/1-16Permalink/DOI: http://dx.doi.org/10.15639/teflinjournal.v10i1/1-16Cited by (Google Scholar)Â

Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

Abstract A great deal of theory and research, not to mention students’ and teachers’ practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two terms collaborative learning and cooperative learning are synonymous or whether they represent different conceptualisations of how and why students should interact as part of their learning. Those scholars who differentiate the two terms often see collaborative learning as more student centred and cooperative learning as a more teacher centred way to facilitate student-student interaction. The present article argues that collaborative and cooperative learning should be seen as synonymous student centric approaches, and that teachers and students, regardless of which of the two terms they use, should and will vary the ways they shape their learning environments in order to best facilitate the cognitive and affective benefits that student-student interaction offers. Keywords: Collaborative learning, cooperative learning, flexibilit

Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pink

Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pin

Convincing students that their groupmates' success can increase, not diminish, their own success

Both theory and research support the use of group activities to aid student learning. However, some students are reluctant to learn with peers for fear that the peers will gain more. The article attempts to address this fear. This article provides educators with explanations to give their students as to why, even in norm referenced assessment environments, by helping their groupmates, students are positively, not negatively, impacting their own success on assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied - standardised exams, class grades and class ranking – and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores

GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Perspectives on a 2019 Tiger-Human Interaction Incident in Malaysia

This article describes a 2019 incident in Malaysia in which two tigers were seen near a village. After providing context on the situation of tigers internationally and in Malaysia, the article reports an ecolinguistic study of 10 online articles on the incident from established media sources. Categories used in analyzing the articles were human concern for tigers, tigers owned by humans, tigers provoking fear, animals for human entertainment, tigers as criminals, use of pronouns to refer to tigers, and provision of background on the situation of tigers in Malaysia. The analysis found that the online articles reflected a human-centric perspective. This perspective contrasts with a humans-as-fellow-animals view. The latter view is supported by cited studies of people’s perspective in rural India and of the status of a wide variety of nonhuman animals as thinking, feeling beings. Recommendations are made that the adoption of a humans-as-fellow-animals perspective may be important to the welfare and continued existence in the wild of tigers and other endangered species.Este artigo descreve um incidente em 2019 na Malásia, no qual dois tigres foram vistos próximos a uma aldeia. Após apresentar o contexto sobre a situação dos tigres em nível internacional e na Malásia, o artigo apresenta um estudo de 10 artigos online sobre o incidente na mídia. As categorias usadas na análise dos artigos foram preocupação humana com os tigres, tigres de propriedade de humanos, tigres provocando medo, animais para diversão humana, tigres como criminosos, uso de pronomes para se referir aos tigres e apresentação do contexto dos tigres na Malásia. A análise mostrou que os artigos online refletiam uma perspectiva humano-cêntrica, que contrasta com a visão de humanos-como-parceiros-animais. Essa última visão é comparada a estudos mencionados sobre a perspectiva das pessoas na Índia rural e ao status de uma variedade de animais não humanos como pensantes, sencientes. Sugere-se que a adoção de uma perspectiva humanos-como-parceiros-animais pode ser importante para o bem-estar e continuidade da existência de tigres em estado selvagem, bem como a de outras espécies

Making extensive reading even more student centred

This article begins by explaining the student centered learning paradigm. Next, the article explains various features of a student centered approach to education and how extensive reading (ER), as it is most often practiced, fits with those features. The bulk of the article suggests how ER might be implemented to make it even more learner centered

Cooperative learning: Addressing implementation issues

Although cooperative learning (CL) has been shown to be an effective method to increase students’ levels of engagement in the language classroom, not all teachers use it regularly. Some may not fully understand its theoretical rationales, some may not be aware of its potential language learning benefits and some may just feel that CL takes up too much of instruction time. In this paper, we first provide the key theoretical principles behind CL and discuss four such principles that research has shown to be essential. These are positive interdependence, maximum peer interactions, equal opportunity to participate and individual accountability. In the last part, which forms that bulk of this paper, we discuss common concerns teachers have about CL and offer practical suggestions of addressing them