MAKING THE TRANSITION FROM NON-NATIVE SPEAKER TO NEARNATIVE SPEAKER TEACHERS OF ENGLISH: FACING GLOBALIZATION CHALLENGES IN TEACHING ENGLISH

MAKING THE TRANSITION FROM NON-NATIVE SPEAKER TO NEARNATIVE

SPEAKER TEACHERS OF ENGLISH: FACING GLOBALIZATION

CHALLENGES IN TEACHING ENGLISH

Haja Mohideen Bin Mohamed Ali

There are found three group of english speaker; native speaker, near- native speaker and non- native speaker. According to Bloomfield (1933), a native speaker is one who uses a language from birth, habitually. Non- native speakers of a language, do not use the language habitually. While near- native speaker is who can go back and forth between their native and target language with ease.

How can we develop our competence? It can be done if:

1.    Seek conversations with native speakers of the language in social and professional contexts.

2.    Work towards achieving all the components of communicative competence.

3.    Try to develop a near-native accent by listening to very good models of the language on the mass media (a near-native accent will not erode the national or ethnic identity of foreign language or non-native speaker teachers).

4.    Watch programs in the target language without relying heavily on the sub-titles.

5.    Read newspapers, magazines, books and online materials in the target language.

6.    Participate in newspaper columns and opinion sections online.

I always want to be a great teacher so l have some palns:

1.    Competence in all possible ways: linguistic, sociolinguistic and discourse competence so that l can make my students competent.

2.    Inviting native speaker for reference in taeching

3.    Encourage them to practice not only in the school but also where ever they are

4.    Make film

5.    Role play

Digital Storytelling for 21st Century

Digital Storytelling for 21^st Century

Digital storytelling is the practice of combining narrative with digi­tal content, including images, sound, and video, to create a short movie, typically with a strong emotional component. It is to facilitate various learning styles and connect to students’ interest in technology, and, for students, to develop their ability to appro­priately evaluate and use online content and electronic tools as a means of personal expression. It lets them to express their own voices fostering a sense of individuality and of “owning” their creations.

A digital story typically begins with a script. The storyteller then assembles rich media to support the ideas and emotions in that script, including music or other audio effects, personal or public-domain images, animations or video, and other electronic ele­ments. Each story challenges a student to cull—from personal collections or from other resources—artifacts that meaningfully support the story and to assemble them in a way that achieves the desired effect. In doing so, students develop a discerning eye for online resources, increasing their technology and media literacy.

What are the implications for teaching and learning? let me tell you what will be implicated in my teaching and learning in the future:

1.        Continue to view technology as tangential to their academic work

2.        Engage students in  seeing how technology can be applied to nontechnical disciplines

3.        Creating and watching digital stories has the potential to increase the information literacy of a wide range of students.

4.        Allowing students not only to select representative artifacts from their academic careers but also to create compelling resources that demonstrate the stu­dent’s learning and growth.

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

A Typology of Tasks for Mobile-Assisted

Language Learning: Recommendations from a Small-Scale Needs Analysis

Moonyoung Park & Tammy Slater

Nowadays, mobile devices such as smart phones, tablet PCs, and portable MP3 players has become widespread. It is not surprising that mobile-assisted language learning (MALL) become  one of the method to develop students’  language ability by giving tasks typology through mobile device according to the four language skills (reading, listening, speaking, and writing) as a Second Language (ESL) classrooms. These tools can provide language learners with real-world opportunities to negotiate meaning and to engage with comprehensible input and output by optimizing e-mail, MALL software, short message service (SMS), online discussion boards, voice memo, and voice Search, Voice Call, Dictionary, Game, and class management systems.

To demonstrate an effectiveness of target language, tasks based on an analysis of learners’ also needed. It is well known as Task-Based Language Teaching (TBLT). It focuses on tangible learning outcomes in the form of “tasks” that is, what learners are able to do with the language. Based on this ocasion, different students may have different language learning needs.

To create synergy between TBLT and MALL, a task-based needs analysis must be carried out to identify language learners’ real-world mobile technology tasks in order to inform the development of pedagogic tasks, task-based lesson plans, courses, and curricula.

After studying that materials, l have some plans that will be implemented in the future:

1.      Up to date

2.      Allowing technology progress

3.      Illustrating actual conditions of usage

4.      Utilizing a mobile device as an interactive text-based communication tool

5.      Trying to have similar ideas with students

6.       Learning centred approach

7.      Bring students’ voices into the needs analysis so that overlapping target tasks can be identified for the purpose of future curriculum and materials development.

Use of Mobile Testing System PeLe for Developing Language Skills

Use of Mobile Testing System PeLe for Developing Language Skills

Svetlana Titova

Talking about technology is really interesting. It has become “crucial in students’ everyday life and mobile technologies are expected to play a bridging role between informal and formal of learning. The mobile testing system PeLe is one of the pedagogica approach on language skills development in the context of mobile-assisted learning. This approach also combines with the enquiry-based learning in practicing in the classroom. This methodological is implemented into  the language classroom through formative assessment, immediate feedback and interactive post-test activities.

The methodological framework of the MALL model based on PeLe implementation includes both enquiry-based methods such as collaborative and peer learning post-test activities, brainstorming, problem solving activities, group discussions and mobile learning opportunities such as immediate feedback, formative assessment, interactivity and flexibility.

After studied that article, there are some plans l would be implemented in the future:

1. Create language learning could be efficient especially if combined with collaborative enquiry-based learning and peer learning approaches and the pedagogical potential provided by mobile testing systems such as immediate feedback, interactivity and flexibility.
2. Provide some constructs for pedagogical thinking about enhancing MALL with new mobile-assisted assessment methodology.
3. Open minded
4. Develope not only grammar skills but also some other skills such as speaking, writing and listening
5. Always try to qualify my competence.