Name : Nurul Aini
NPM : 1910631060039
Subject : Post Intermediate Reading
RESUME OF INTERNATIONAL WEBINAR ON TEACHING ENGLISH TO YOUNG LEARNESS 2020
“Effective English Teaching for Young Learners during the pandemic: Critical Issues”
Keynote Speaker:
Prof. Bachrudin Musthafa, M.A., Ph.D.
“Essential in TEYL for Indonesian Elementary Schools: An update for 2020”
Moderator:
Fikri Asih Wigati, S.S., M.Pd
Part A: Contextual Conditions
1. English as a local-curricular content in Indonesian Elementary Schools.
2. Elementary School Children as Learners of a Foreign Language
3. Take it or leave it: the Ina’s government stance to TEYL
Part 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
3. Issues of teachers’ confidence and capabilities in teaching EFL to young learners
4. Issues of sponsorship
Part 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 IMPACTSs
- significant time (20-30% using English to teach other subjects) STRONGER IMPACTSS 3.)
- substantial time (50-90% using English tp teach other content subjects) STRONGEST IMPACTS.
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).
3. Excellent teachers of English know who children are and how these children learn.
- Children learn from direct experiences;
- children learn from hands-on physical activities;
- children’s thinking is embedded in here-and-now context of situation;
- children learn holistically from whole to parts using scripts;
- and children have a short memory span.
By referring to these principles, teachers help increase children’s learning motivation because they can see for themselves that English is useful.
4. Excellent English teachers take a responsibility to ensure children’s English learning.
- Use English to provide exposure to functional language use
- Provide print-rich environment in English (e.g., pictures with captions)
- Focus on functional English for vocabulary development and immediate communicative needs fulfillment.
- Reiterate often to ensure acquisition. 6. Establish useful, acquisition-promoting routine Participants Shore Se Chot.
D. Can Indonesia Handle the Challenge?
1. Choose only excellent TEYL teachers to be assigned to teach in class
a. The teachers should be proficient in English (both spoken and written)
b. The teachers should be conversant with the notion of who children are and how children learn.
3. Teachers of English should be disciplined in using English as much as possible during teaching-learning Process,
4 Apply a merit-system in managing teachers’ work and payment introduce contract-based assignment of teachers in the school system.
Parallel Session 1
Fatiha Senom, Ph.D
“English Language Teacher Education amidst the COVID-19 Pandemic: A Malaysian Experience”
Moderator:
Sidik Indra Nugraha, M.Pd
COVID 19 PANDEMIC & HIGHER EDUCATION INSTITUTIONS
•As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government
•Immediate closure of schools and universities.
•Teaching and learning were instantaneously transformed into distance and remote formats.
•The Ministry of Higher Education (MoHE) of Malaysia made the decision to halt all face to-face lectures and urged every higher education provider to prepare for online learning.
•Online learning teaching and learning protocols were developed
•Students began to return to their homes, where in some areas there was little or no Internet coverage
•Lack of stable Internet access that impede synchronous online learning
Mitigating the Impact of COVID 19 on Teacher Preparation Programme
Online Teaching and Learning during Covid-19 Pandemic.
Online Teaching & Learning Design
Student learning time
- Active Participation
- Synchronous & Asynchronous
- Aligned with the predetermined Course Learning Outcomes
- Students Accessibility
- Reviewed Student Learning Time
- SPECTRUM
- Creativity
Online Teaching & Learning Delivery
• Synchronous teaching & learning
• Asynchronous learning
• Students Attendance
Strategies:
a. SPeCTRUM attendance module (allowing students to record their own attendance)
b. Download the attendance list when using MS Teams for online (live) classes:
c. Screen capture students who are present curing the online (live) classes:
d. Have students to register attendance using chat box in the online (live) classes
e. Using electronic timestamp of students’ online activities
f. Using Google form with customized attendance code.
Online Teaching & Learning Assessment
• Formative Assessment & Summative Assessment
• Online Assessment platform
• Relliabillity & Validity of Alternatives Assessment
• Plagiarism/cheating
• Special Consideration
Continuous Assessment
a. Assessment Alignment to respective CLO must be retained.
b. Continuous assessments are planned as online assessments as much as possible.
c. Deadlines for assessments are well planned and not intensive towards the end of the semester.
d. Number and complexity of tasks given commensurate with the course credit load and student learning time.
e. Prepare a marking scheme and/or rubric as a guide to ensure uniformity and/or consistency in the online continuous assessment.
Language Teacher Education by Distance (LTED)
Characteristics of distance learning (Mood, 1995):
•The physical separation of teacher and leaner.
•The influence of control of an organized educational institution.
•The involvement of “MEDIA”
•Two-way communication in some form
Other terms used include: online learning, e-learning, virtual learning environments, flexible learning, individualized learning, resource-based learning, supported self-study, independent learning, student-central learning, computer-assisted learning, interactive learning, and work-based learning (Race, 2005)
Technology
1. For LTED, information and communication technologies (ICTs) mean that the knowledge of the discourse community (e.g. in journal articles, books, and teaching materials) can be distributed more cheaply and efficiently.
2. This is particularly useful in a field in which practitioners are spread globally including in countries where are resource poor). And are often transient teaching and/or studying in countries other than their own).
3. ICTs also afford new forms of communication, through media such as online discussions, synchronous chat, and Web-based leaching materials.
4. Nevertheless. due to rapid technological change, successful basic technologies (such as pen & paper, word processor, white board, OHP] are often associated with less effective learning method and, invisible and not even recognized as technologies at all
5. The visibility’ of new technologies encourages a research focus on the ways they meditate learning and teaching.
Online Discussions
1. Advantages of online discussions (Hammond, 2005; Kamhi-Stein, 2000 Pachler and Daly, 2006):
•Allowing space for everyone’s voice.
•Constructing an online identity.
•Exposure for both learners and teachers fo “more voices”
•The provision of a forum for collaborative learning and reflection, and peer Feedback. •Record of discussions and of learning.
•Flexibility
•Time for teachers to compose a considered response
•Ease
•Patterns of interaction that vary from the classic initiation-response Feedback (IRF)
• The opportunity to explore new ideas
•Formation of a learning community among learners.
2. Nevertheless, other scholars have expressed doubt whether online discussions do/can result in a meaningful online community exhibiting full collaboration (Henri 1995; Littleton &Whitelock, 2005; Murphy, 2004; Pawan et. al, 2003; Pena- Shaff & Nicholls, 2003).
3. Barak (2006) contends that online discussions encourage contextual and active learning but not social or reflective learning.
4. Gaps in literature pertaining to online discussion in LTED: discourse analysis of online discussion in LTED and assessments and grading of online discussion in LTED.
Practicums
1. Some scholars (McGrath,1995: Haworth & Parker, 1995) argue that face to face contact is required in order for trainee teachers to develop classroom skills as opposed to theoretical skills).
2. Distance students can face considerable logistic difficulties in organizing observed practicums which meet the rules of their institutions.
3. However. recent literature (Coyle, 2005; Kamhi-Stein, 2000; Salleh, 2002 Simpson2006) are more positive about benefits or Computer-mediated-communication (CMC) when students are scattered at different practicum sites.
4. The practicum make use of multiple teacher development activities such as classroom teaching, case study, observations, Teaching journals, action research and discussions.
Autonomy & Independence
- Distance learning through the Internet is not about doing traditional teaching with the technology, but about helping students “enter into a new realm of collaborative inquiry and construction of knowledge, viewing their expanding repertoire of identities and communication strategies as resources in the process (Kern, Ware, and Warschauer, 2004 p.254)
- It is necessary to ensure the use of technologies in distance education does not deprive learners from constructivist and collaborative approaches as well as problem-based learning.
Practical implication: How technology course can be taught in an SLTE program?
- Most frequently used strategies to introduce technology (Kay, 2006):
- Integrating technology in all courses
- Using multimedia such as through the implementation of online courses and electronic portfolios
- Focusing on education faculty with the hope that over time this would filter down to preservice trainees
- Delivering a single technology course
- Modelling how to use technology
- Collaboration among preservice teachers, mentor teachers, and faculty
- Practicing technology in the field
- Offering mini-workshop
- Improving access to software, hardware and/or support
- Focusing on mentor teachers
Determining factors in ensuring the success of any strategy:
- Good access to computers with ongoing technology Support
- Time, both during and after the course, for participants to learn about and then Implement what has been covered, as well as achieve subsequent recognition for their work.
- The modeling and constructing of authentic tasks and relating of theory to practice through practical examples and application – to move beyond and understanding of technology to an understanding of how technology is implemented in a language teaching situation.
- Experiencing technology from leaners’ perspectives.
- The availability of ongoing pedagogical support.
- Opportunities and encouragement to reflect on the implications of technology at a boarder level.
Parallel Session 2
Yuna Tresna Wahyuna, S.S., M.Hum
The Three Period Lesson: A Key Part of The Montessori Method
Moderator:
Nina Puspitaloka, M.Pd
Montessori?
Maria Montessori, she was a true pioneer of child-centered education from Italy.
• Doctor, University of Rome medical school
• became interested in education through her work as a doctor for children with special need
She opened the first Montessori school-the Casa dei Bambini, or Children’s House in Rome on January 6, 1907.
Montessori Method
•The Montessori Method is founded on Maria Montessori’s educational philosophy.
•The teacher’s role is to prepare the classroom, and observe and guide their students in their learning. As a result, children progress at their own pace, according to their own abilities.
Principle of Montessori
• Follow the Child
Children are free to choose and wok on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.
• Through work in the Montessori environment, children learn to develop concentration, self-discipline, and a love of learning.
The Montessori Motto
“Help me to do it myself”
Montessori Areas
•Exercises of Practical Life EPL
•Sensorial
•Math
•Cultural
•Language
“The first essential for the child’s development is concentration.” -Maria Montessori
The Three Period Lesson (TPL)
The Purpose of Three-Period Lesson
to introduce a concept or vocabulary and demonstrate the purpose of a material.
1st Period: Name
2nd Period: Recognition
3rd Period: Recall
Absent:
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