Template-Type: ReDIF-Article 1.0
Author-Name: Wirya Ahmed Ameen
Author-Name-First: Wirya Ahmed
Author-Name-Last: Ameen
Author-Email: wiryagm67@gmail.com
Author-Workplace-Name: College of Arts-Department of English, University of Knowledge, Erbil
Title: Humor as a Technique in English Language Teaching (ELT)
Abstract: There is no doubt that teachers of English as a foreign language are faced with enormous challenges in their classrooms. They are expected to meet the needs of an increasingly diverse number of learners every year; and there is more content to teach each year as well. Providing teachers with different strategies and teaching methods is the area of Applied Linguistics. This paper aims at highlighting the value of adding some sort of fun-class activities to the miscellaneous teaching methods that are at the discretion of foreign language teachers. It explores the role of such activities in motivating students, the effect they have on reducing the boredom of teaching and learning processes, as well as their significance in rendering the whole process as interesting as possible.    To tackle the topic, the paper is organized into five sections: section one is introductory. It sheds light on the topic in general and the type of fun-class activities involved. Section two, dwells on the discipline of applied linguistics and its contribution to the process of foreign language teaching. Section three, exhibits the various methods and approaches put forward by applied linguists to assist foreign language teachers in the teaching process. Section four is the core of the study in which different fun-class activities are presented along with the linguistic aspect they support in language classes. Section five, eventually presents the conclusions the study has arrived at. The paper ends with a list of the references consulted.
Classification-JEL: I21, I29
Keywords: language, fun-class, teaching
Journal: International Journal of Teaching and Education
Pages: 1-17
Volume: 8
Issue: 2
Year: 2020
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1272
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1272?download=1
Handle: RePEc:sek:jijote:v:8:y:2020:i:2:p:1-17
Template-Type: ReDIF-Article 1.0
Author-Name: Lena Boström
Author-Name-First: Lena
Author-Name-Last: Boström
Author-Email: lena.bostrom@miun.se
Author-Workplace-Name: Department of Education, Mid Sweden University
Author-Name: Göran Bostedt
Author-Name-First: Göran
Author-Name-Last: Bostedt
Author-Email: goran.bostedt@miun.se
Author-Workplace-Name: Department of Education, Mid Sweden University
Title: What motivates students to study in upper secondary school? A study on students? perspective on study motivation in four different study programs in Sweden
Abstract: Every fourth student in Sweden cancels their upper secondary school education, although the intention behind the new school reform 2011 (GY-11) was to increase the throughput. One important reason for this is a lack of study motivation, which, in turn, has different causes. The authors of this study have chosen to focus on students' perceptions of what is happening in the classroom (i.e., learning and teaching in four different study programs). The purpose of the article is to describe and analyze students' perceptions of what motivates or demotivates them. The research questions are: a) what is important to study motivation?, and b) are there any differences regarding study motivation between programs? The study is based on a web survey of 126 students and four group interviews of 12 students. The interviews were analyzed using thematic content analysis. This is a cross-sectional study that also was analyzed using descriptive statistics and chi-squared tests with correction. The results show the importance of learning and teaching strategies, teachers, and learning enviroments. Some similarities were found between the four upper secondary programs, such as a preference for more practically-oriented pedagogy, short-term goals and quick feedback, varied teaching methods, and good textbooks. However, there are also statistically significant differences between the programs regarding the need for structure, learning methods, and preferred perceptual preferences. The results have implications for teacher education, practicing teachers, and the students themselves. Conducting studies at the group- and program-level to better understand students is a way to develop the didactics for specific study programs and find ways to strengthen students' study motivation.
Classification-JEL: I29, D83, I29
Keywords: students? perspectives, study motivation, Sweden, upper secondary school
Journal: International Journal of Teaching and Education
Pages: 18-34
Volume: 8
Issue: 2
Year: 2020
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116747
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116747?download=2
Handle: RePEc:sek:jijote:v:8:y:2020:i:2:p:18-34
Template-Type: ReDIF-Article 1.0
Author-Name: Kimete Canaj
Author-Name-First: Kimete
Author-Name-Last: Canaj
Author-Email: kimete.canaj@uni-prizren.com
Author-Workplace-Name: University of Prizren
Title: Language policy and language planning in Kosova
Abstract: This paper will present the role of globalization in small country and the role of language policy and language planning in the developing and strengthen the foreign language values in the kosovan society. Social changes and the mobility, migration and remigration due to the historical processes have made changes in language policy and bilingual society from Albanian/Serbian into Albanian/ English and Serbian/ English bilingual society. English is used as Lingua Franca in Kosova and due to globalization and using new technology has been changed the regional and global aspect of thinking and transfer of social values from old generations to the young generations. The new bilingual communities are developed in different social, political and economic contexts.
Classification-JEL: I28, I29
Keywords: language policy, language planning, linguistic, multilingualism, foreign language learning
Journal: International Journal of Teaching and Education
Pages: 35-52
Volume: 8
Issue: 2
Year: 2020
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116773
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116773?download=3
Handle: RePEc:sek:jijote:v:8:y:2020:i:2:p:35-52
Template-Type: ReDIF-Article 1.0
Author-Name: Lloyd Chaurika Mabhoyi
Author-Name-First: Lloyd Chaurika
Author-Name-Last: Mabhoyi
Author-Email: 8735409@mylife.unisa.ac.za
Author-Workplace-Name: College of Education, University of South Africa, Pretoria
Title: Labour relations among Zimbabwean teachers: Wellbeing and the challenges of professionalism
Abstract: This study investigates teachers? views on the quality of their wellbeing through analysis of teacher narratives in relation to salaries as reflected by teachers? community standing and access to daily essentials. Through snowballing, seventeen participants were identified from the current and the recently resigned. The teachers answered researcher-led open-ended questions. The researcher recorded individual narratives and used these in textual analysis to establish teachers? experiences and perceptions of their wellbeing. The results of this limited study confirm that the sampled Zimbabwean teachers are underpaid, unhappy with their salaries causing teachers to worry about their wellbeing in this economically struggling Sub-Saharan state.
Classification-JEL: I00, I24, D69
Keywords: teacher wellbeing, Equity Theory, salary, poverty, inflation, bad money, teacher trade unionism, Zimbabwe
Journal: International Journal of Teaching and Education
Pages: 53-76
Volume: 8
Issue: 2
Year: 2020
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116738
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116738?download=4
Handle: RePEc:sek:jijote:v:8:y:2020:i:2:p:53-76
Template-Type: ReDIF-Article 1.0
Author-Name: Eva Urbanová
Author-Name-First: Eva
Author-Name-Last: Urbanová
Author-Email: eva.urbanova@pedf.cuni.cz
Author-Workplace-Name: Department of Andragogy and Educational Management, Faculty of Education, Charles University in Prague
Author-Name: Jana Marie ?afránková
Author-Name-First: Jana Marie
Author-Name-Last: ?afránková
Author-Email: janamarie.safrankova@pedf.cuni.cz
Author-Workplace-Name: Department of Andragogy and Educational Management, Faculty of Education, Charles University in Prague
Title: The departmental school headmaster´s competence important for its effective management and leadership
Abstract: The competences of school principals of departmental schools are currently insufficiently monitored. The aim of the paper is to define the most important competencies of the school principal of the departmental school, which he needs for effective management of the school. The research methodology is based on a questionnaire survey conducted between 95 students of the 1st and 2nd year of the School Management study program in the academic year 2019/2020 and focused on the analysis of the competences of the school principals of departmental schools important for proper school management and leadership. At the same time, semi-structured interviews were conducted with 30 students on specific examples of effective management gained in management practices in departmental schools. Research question: Which competencies are most important for effective management of departmental school and leadership?The authors' research results support the assumption that the most important competencies of the school principals of the departmental school include communication skills, general overview, ability to delegate tasks to others, self-management, cooperation and the right choice of co-workers and should be systematically implemented in their further education.
Classification-JEL: I21, I23, M53
Keywords: competence, school director, leadership, departmental school
Journal: International Journal of Teaching and Education
Pages: 77-87
Volume: 8
Issue: 2
Year: 2020
Month: October
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116825
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-116825?download=5
Handle: RePEc:sek:jijote:v:8:y:2020:i:2:p:77-87