Name: Putri Fitriani Khairunnisa
NPM: 1910631060042
Class: 3D
Speaker 1: Bachrudin Musthafa, MA, PhD.
Title: Essentials in TEYL for Indonesian Elementary Schools: An Update for 2020
A. Contextual Conditions
1. English as a local-curricular content in Indonesian Elementary Schools
2. Elementary School Children as Learners of a Foreign Language
As a foreign has consequences of Teaching English to Young Learners (TEYL), it is very difficult in elementary school because they rarely use it for social communication.
3. Take it or leave it: the Ina’s government stance to TEYL
B. Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia
1. English in Indonesia has the official status of a foreign language (EFL)
This FL status has consequences: lack of exposure, lack of engagement; and lack of support
2. Issues of teachers’ confidence and capabilities in teaching EFL to young learners
3. Issues of sponsorship
C. Learning from Excellent TEYL Programs and Responding to the Challenges
1. TEYL comes in different forms and intensity of practice.
- Modest time (1-1.5 hours per week)—VERY WEAK IMPACTS
This time mode (modest time) or time allocation will not affect students' English skills because it only uses a short time and once a week, students will not be familiar with this time mode.
- Significant time (20-30% using English to teach other subjects)—STRONGER IMPACTS
It's all about organizational time management. vocabulary and terminology when the teacher explains will be obtained by students. This significant time will be better for students to improve their understanding in learning English.
- Substantial time (50-90% using English tp teach other content subjects)- STRONGEST IMPACTS
This is the best time for the intensity of the student's time in practice. In this type of time, the children can get fully speaking and the teacher is also expected to be able to teach and must be able to use English in the content of other subjects, this must start with the teacher first.
2. Effective Teachers of English can fluently use English for functional communicative purposes, including for instructional purposes (effective English teachers are disciplined in using English)
For example, the students get special instruction such as tutoring or courses because it functions very well so the students are fluent in English and more communicative. Therefore, to make it look useful, students and teachers must be able to speak English first and be diligent in learning, especially basic things such as speaking, writing, listening, and reading.
3. Excellent teachers of English know who children are and how these children learn
-Children learn from direct experiences; students get direct experience, not from lectures or abstraction, but empirically.
- Children learn from hands-on physical activities; students must be practiced or repeated in order to be fluent in English.
- Children’s thinking is embedded in here-and-now context of situation; students should focus on factual and current situations
- Children learn holistically from whole to parts using scripts; in this case the teacher must be more patient in all parts and
- Children have a short memory span; because students are easily distracted and easily bored, the teacher must be able to provide a variety of learning methods.
By referring to these principles, teachers help increase children’s learning motivation because they can see for themselves that English is useful. The teacher challenges in designing instructional variations so that students are more familiar and enrich the situation.
4. Excellent English Teachers to Young Learners Know How Children Acquire a Language
A handy rule is as follows: Exposure– Engagement– and Supports (good teachers know how children learn). These three components represent a requirement for learning to happen:
- exposure to English (where children are exposed to language in use which can serve as examples to learn from). In this case, students must follow the teacher or the teacher applies the rules of "do what I say" can be used in simple terms so that students can understand and have a lot of practice.
--engagement (where children are provided with opportunities to use and work with English; and
--consistent supports (where the learners see for themselves that learning a language is useful and the language they learn is recognized as prestigious)
5. Excellent English teachers take a responsibility to ensure children’s English learning
1. Use English to provide exposure to functional language use
2. Provide print-rich environment in English (e.g., pictures with captions)
3. Focus on functional English for vocabulary development and immediate communicative needs fulfillment.
5. Reiterate often to ensure acquisition.
6. Establish useful, acquisition-promoting routine
D. Can Indonesia Handle the Challenge?
1. Choose only excellent TEYL teachers to be assigned to teach in class.
-- The teachers should be proficient in English (both spoken and written).
--the teachers should be conversant with the notion of who children are and how children learn.
2. Teachers of English should be disciplined in using English as much as possible during teaching-learning process.
3. Apply a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.
Speaker 2: Asst. Prof. Rolando P. Quinones, Jr. LPT, MA Ed English, TESOL
Title: From Traditional to Digital: Quality Instructions and Materials Preparation for Online English Instructions for Distance Learners
A. THE DAWN OF THE PANDEMIC
COVID 19, the current pandemic, caused disruption of many engagements across the globe and the academe was greatly affected by this.
Most institutions had to cancel the submission of the remaining requirements for the term.
Consideration of the teachers’ and learners technical, financial and physical capacities and limitations must always be weighed.
B. THE USUAL ISSUES IN ONLINE INSTRUCTIONS IN THE PHILIPPINES
− Connectivity Issues
− Weak signal for mobile connection
− Insufficient data
− Paid subscription for online academic platforms are off and on too
− Failure to adjust to online mode of learning and/or instructions
− Mismatch of learners’ learning style to the online mode
C. HOW DO WE MANAGE INSTRUCTIONS IN THE MIDST OF THE PANDEMIC
1. We need to ensure that we are still able to deliver quality instructions with the help of technology
2. Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors
3. Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online.
4. The survey may also be used for knowing the learner’s preferred online activities in learning English.
D. SUDDEN SHIFT AND VISIBLE DIFFERENCES
a. Before pandemic, Students had to go to the schools, students had to submit tangible outputs/projects and students used their pen and paper exams
b. After pandemic, Students need to go online, students have to upload and send their academic outputs via e-mail or drives and online examinations/virtual outputs
E. HYBRID ONLINE LEARNING
a) Synchronous Learning, activities that happen in real time, usually via video-conferencing
b) Asynchronous Learning, online learning activities that students can do on their own and at their own pace, within a reasonable time frame for example Google Classroom
F. MACRO SKILLS FOCUS IN TEACHING ENGLISH TO YOUNG LEARNERS IN THE PHILIPPINES
There are five macro skills in teaching English such as listen, speak, read, write, view.
1) Listening
Listening is the ability to accurately receive and interpret messages in the communication process. Listening is key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. As a result, communication breaks down and the sender of the message can easily become frustrated or irritated. There are three main types of listening and most common in interpersonal communication are:
- Informational Listening (Listening to Learn)
- Critical Listening (Listening to Evaluate and Analyze)
- Therapeutic or Empathetic Listening (Listening to Understand Feeling and Emotion)
In teaching speaking English there are six components:
l Partner paraphrase
l Listen for words
l Attend to the ”inner person”
l Turn and talk
l Teach reflective listening
l Tell a group story
WHAT DO WE NEED TO CONSIDER IN CHOOSING THE MATERIALS IN PREPATION FOR THE LISTENING ACTIVITIES?
Ø Choose what’s accessible to you and your students so they do not need to go out of their homes.
Ø Choose affordable materials, if not, free ones
Ø Make sure that your learners have quality headphones/headsets so they will hear you clearly
Ø Make sure that your microphone is not static or grounded
Ø Make use of available online resources but make it sure that the sites are working at the time of your lesson.
HOW TO DEVELOP ENGLISH SPEAKING SKILLS?
Speaking skills are the skills that give us the ability to communicate effectively.
These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
2) Reading
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
a. SYNCHRONOUS READING ACTIVITIES
l Silent reading followed by group discussions (student to student / student to teacher)
l Line-a-child (each student reads a line of the story aloud)
l Think-a-loud (the teacher pauses at some parts of the reading material then asks the listeners to predict the next event)
3) Writing
Writing skills include all the knowledge and abilities related to expressing ideas through the written word. Writing skills are important because they allow people to get a point across without being physically present.
Speaker 3: Evi Karlina Ambarwati, S.S., M.Ed
Title: Experiential Learning for EFL Young Learners in Time of Pandemic
01. Theoretical Background
A. Experiential learning
“my aim for experiential learning theory was to create a model for explaining how individuals learn and to empower learners to trust their own experience and gain mastery over their own learning” (David Kolb 1984). Many education level use this modal.
- holistic learning theory, thus highly interdisciplinary
- Dewey (higher education), Lewin (professional development), Piaget (children)
- children’s learning is highly influenced by Plaget's cognitive development and intelligence is shaped by experience
B. Experience: dual meaning
- subjective and personal: one’s inner state (experience: happy) students must have their experience
- objective and environmental, it is mean factual/gain the students experience
02. Characteristics (Kolb, 2015)
a) Concept
− Learning is as a process of adaptation, not in terms of outcomes
− learning is a continuous process grounded in experience
− Learning is an holistic process of adaptation to the world or,
− Learning involves transactions between the person and the environment
− Learning is the process of creating knowledge
b) Grasping to transformation
The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world
c) Benefits (according to Fragoulis)
1. Real and authentic communication activity
2. Low performers seems to build intrinsic motivation
3. Grammatical and sociocultural competence showed small improvement
d) Young learners (moon, 2004)
a. Creative: understand, express differently, and have opportunity to speak
b. Going for meaning: concrete and chunks of language
c. Having fun: repetition
d. Joining the action: curious and active
e. Talking their heads off
f. Feeling at home: happy, secure, feeling safe physically and psychology
03. Education in time of pandemic (Always questioning what to do)
Silver linings : shift in education perspective. in this pandemic, everyone is confused.
A. Emergency curriculum
- distance learning
- school and teacher’s creativity
- students’ and parents’ perspective
B. Parents’ involvement
- passive to active
- not finish the assignment for the children
C. Learning objective
- not finish the book , meaningful learning
04. Experiential learning for young English learners in time of pandemic
1. Experiential learning
- learning by doing
- holistic
- active and real-world
2. Young learners
- going for meaning
- joining the action
- having fun
05. becoming an experiential educator
Kolb, 2015 an experiential educator:
1. Creating spaces for learning
- capitalizing students experience in learning
- practicing the language (transforming the knowledge)
2. Dynamic matching of individual learning style and subject matter requirements
- realistic hands-on or learning by doing
- balance subject matter (grasping) with practice (transforming)
3. Focusing on the development of learning skills
- instilling other learning area: physical, emotional, cognitive and life skill development
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