Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms

Yussof, Nurul Taqiah; Sun, He

doi:10.1080/09500782.2020.1720230

Cited by 20 publications

(8 citation statements)

References 20 publications

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“…According to the Interaction Approach, learners' language experience could be generally decomposed into input, interaction, and output (Gass & Mackey, 2020;Javadi & Kazemirad, 2020;Mackey & Goo, 2012). Previous studies on HL learning have addressed the importance of input (Polinsky & Scontras, 2019;Yussof & Sun, 2020) and interaction (Ramírez-Esparza et al, 2017) but the contribution of output has not been properly assessed in most cases. For instance, although Lohndal and colleagues (2019) considered the role of input quality and quantity in HL development in relation to studying heritage grammar, they did not mention the potential contribution of language output.…”

Section: Language Output Quantity and Bilingual Children's Hl Learningmentioning

confidence: 99%

Language Experience and Bilingual Children’s Heritage Language Learning

Sun

Waschl

Veera

2022

Stud Second Lang Acquis

Self Cite

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Both language input and output are important to child language learners’ heritage language development. Nevertheless, existing studies mainly focus on language input, leaving the significance of language output underexplored. The current study assessed 201 kindergarteners’ Mandarin skills (i.e., receptive vocabulary, receptive grammar, and verbal fluency) in Singapore, and investigated the influence of children’s Mandarin experience, and specifically output, on these Mandarin skills. The results based on multilevel models reveal that children’s Mandarin experience plays a crucial role in the three Mandarin skills, after controlling for children’s gender, language aptitude, and English proficiency. Specifically, children’s onset age of Mandarin speaking and the number of places where they used Mandarin alone significantly predict all the Mandarin skills.

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Section: Language Output Quantity and Bilingual Children's Hl Learningmentioning

confidence: 99%

Language Experience and Bilingual Children’s Heritage Language Learning

Sun

Waschl

Veera

2022

Stud Second Lang Acquis

Self Cite

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“…There might be a number of reasons for the mismatch between EMI course offerings and students . Previous EMI studies suggested that there might be mismatches due to the students’ English language proficiency [ 114 ], the teacher’s teaching beliefs [ 115 ], and the course content itself [ 116 ].…”

Section: Resultsmentioning

confidence: 99%

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Lin

Wen

Ching

et al. 2021

IJERPH

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Recently, Taiwan’s higher education has been impacted by COVID-19 and the necessity of English as a Medium of Instruction (EMI). In 2018, the Taiwanese government approved a roadmap for the development of a bilingual nation by 2030. This resulted in a renewed focus on EMI. However, the fluctuating surges of COVID-19 have caused university classes to shift from face-to-face to online. To assess its effectiveness, the current paper describes the quantitative and qualitative experiences and challenges associated with a blended EMI course within a private Taiwanese university. The data was collected from the students in the spring semester of 2020 (40 students) and 2021 (23 students). Overall satisfaction rate is calculated at 4.13; indicating that the transition from face-to-face to online has not affected the students’ overall satisfaction with the course. In addition, interviews and focus groups respondents pointed out the importance of a student-centered course approach and the opportunity to practice English in order to improve their competitiveness. While the flexibility offered by the blended learning approach during COVID-19 has given students more freedom to learn at their own pace. Lastly, in times of uncertainty, a careful pedagogical design will help to make the learning process fruitful and sustainable.

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“…This becomes a gap between students' opinions of their teachers as their role model and the teachers' lack of English usage in the classroom. Young learners need teachers to be ideal models to speak English (Sayer, P., & Ban, 2014;Yussof & Sun, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Readiness of Teaching English to Young Learners in Indonesia

et al. 2020

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This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.

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Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms

Cited by 20 publications

References 20 publications

Language Experience and Bilingual Children’s Heritage Language Learning

Language Experience and Bilingual Children’s Heritage Language Learning

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

The Readiness of Teaching English to Young Learners in Indonesia

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