First and Second Language Use in Asian EFL

Abstract

Kong. Her main areas of interests are writing pedagogy, learner cognition, teacher reflection and pragmatics in language education.

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“…School administrators play a significant role in creating a school vision, establishing professional community partnerships, maintaining and delivering effective communication, supporting and promoting teacher professional development, building teamwork, delegating tasks and administration, promoting curriculum development, and enhancing staff morale. English as the medium of instruction used by foreign teachers enables students to think and use English in a meaningful way because they not only need to employ the four language skills (listening, speaking, reading, and writing), but they also develop other relevant skills such as critical thinking, ICT, intercultural communication, and interpersonal relationship (Borg et al, 2014;Forman, 2016). Recruiting qualified foreign teachers, producing competent Thai English teachers, and reconsidering foreign teacher salaries are the demands of highly effective schools for the Ministry to consider in order to facilitate the teaching and learning process and thereby promote students' English achievement (OECD/UNESCO, 2016; UNESCO, 2014).…”

“…In early 2016, the government used its special administrative powers to the centralized educational system by promoting a more top-down management model that was claimed to ease policy implementation in spite of the red tape, bureaucratic, traditional, and hierarchical structure (Oxford Business Group, 2016). Located in EFL academic settings, educational institutions in Thailand should promote English-medium instruction and mediated teaching materials (Forman, 2016). The Education Minister, Teerakiat Jareonsettasin, has set a new standard for English teaching and learning based on the Common European Framework of Reference for Languages (CEFR).…”

“…Designed by Nomnian (2018) 2017). It is thus essential that English teachers must be supported by school administrators with appropriate teaching materials and resources for effective teaching and learning (Forman, 2016).…”

“…Teachers and mediated learning and teaching materials promote students' active learning behaviors towards English. Thai teachers, however, need to accommodate and be more open to students' different learning styles rather than keeping students in silence simply for classroom management purposes (Forman, 2016).…”

Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk

“…For the last several years, abundant research in L2 learning has supported the use of bi/multilingual practices for their role in enhancing learning in this context (e.g., Al Masaeed, , , ; Cheng, ; Forman, ; Jakonen, ; Levine, ; May, ; Sert, ; Tudini, ; Turnbull & Dailey–O'Cain, ; van Compernolle, ). This research sees multilingualism as the linguistic norm of the twenty‐first century.…”