RESUME WEBMINAR INTERNATIONAL TEYL 2020
Resume Webminar International TEYL
Name : Kurniawan Aji Prakoso
NPM : 1910631060099
Class :3E
Sessions 1
Speaker : Bachrudin Musthafa, M.A., PhD.
Moderator : Fikri Asih Wiganti, S.S., M.Pd
Topic : Essentials in TEYL for Indonesian Elementary Schools: An Update for 2020
Summary :
Part A: Contextual Conditions
- 1. English as a local-curricular content in Indomesian 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
· 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
· Issues of teachers’ confidence and capabilities in teaching EFL to young learners
· 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 IMPACTS
- ---significant time (20-30% using English to teach other subjects)—STRONGER IMPACTS
- ---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.
a. Children learn from direct experiences;
b. children learn from hands-on physical activities;
c. children’s thinking is embedded in here-and-now context of situation;
d. children learn holistically from whole to parts using scripts;
e. 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 to Young Learners Know How Children Acquire a Language
A handy rule is as follows: Exposure– Engagement– and Supports. These three components represent a requirement for learning to happen:
a. exposure to English (where children are exposed to language in use which can serve as examples to learn from)
b. --engagement (where children are provided with opportunities to use and work with English; and
c. --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
a. Use English to provide exposure to functional language use
b. Provide print-rich environment in English (e.g., pictures with captions)
c. Focus on functional English for vocabulary development and immediate communicative needs fulfillment.
d. Reiterate often to ensure acquisition.
e. Establish useful, acquisition-promoting routine
Part D: Can We Fulfill the Requirements for Success?
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.
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.
Sessions 2
Speaker : Asst. Prof. Rolando P. Quinones, Jr. LPT, MA Ed English, TESOL
Moderator : Yousef Bani Ahmad, S.S., M.Hum
Topic : From Traditional to Digital: Quality Instructions and Materials Preparation for Online English Instructions for Distance Learners
Summary :
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. In Phlilipine there are several issues during online learning, such as 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, and mismatch of learners’ learning style to the online mode.
To manage the issues, we need to ensure that we are still able to deliver quality instructions with the help of technology. Technology use will be maximized with considerations to the capacities and limitations of the situation most especially, of the students and the teacher/instructors. Run a quick survey or conduct an informal interview (online) to have an audit of the students’ capacity to connect online. The survey may also be used for knowing the learner’s preferred online activities in learning English.
In style of learning English, method by listening, copying from the board, listening and taking notes, and reading and taking notes has the highest votes among students, while by reapeating waht they hears and making summary has the lowest score. In ways of learning new voccabulary, using dictionary has the highest score, while by saying or writing new words several times and by avoiding verbal translation has the lowest score. In type of instrument or teaching aids, using the whiteboard and using pictures/posters has the highest score, while using radio has the lowest score. In clas activities, using language games, talking with and listening to other students, use module/work books, learning about culture has the highest score, while using songs, and writing a learning diary has the lowest score.
There are 5 macro skill focus in teaching english to young learners, there are listening, speaking, reading, writing, and 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.
The Three main types of listening
• Informational Listening (Listening to Learn)
• Critical Listening (Listening to Evaluate and Analyse)
• Therapeutic or Empathetic Listening (Listening to Understand Feeling and Emotion)
2. Speaking
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.
Encourage them to speak by:
• Letting them summarize what you have taught them during synchronous sessions.
• Asking them to ask questions to their classmates.
• Asking them to react to their classmate’s sharing.
• Share their experiences or ideas about the lesson.
3. Reading
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
Syncronous reading activity:
• Silent reading followed by group discussions (student to student / student to teacher)
• Line-a-child (each student reads a line of the story aloud)
• Think-a-loud (the teacher pauses at some parts of the reading material then asks the listeners to predict the next event)
4. 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.
Sessions 3
Speaker : Evi Karlina Ambarwati, M.Ed
Moderator : Maya Rahmawati, S.S., M.Hum
Topic : EXPERIENTIAL LEARNING FOR EFL YOUNG LEARNERS IN TIME OF PANDEMIC
Summary :
1. 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).
“Experience”: dual meaning
- Subjective and personal à one’s inner state (experience “happy”)
- Objective and environmental à Transaction between (1) and (2)
CHARACTERISTICS (KolB, 2015)
- Learning is as a process of adaptation, not in terms of outcomes
- Learning is a continuous process grounded in experience
- The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world
- Learning is an holistic process of adaptation to the world
- Learning involves transactions between the person and the environment
- Learning is the process of creating knowledge
BENEFITS
McCarty, Ford and Ludes (2018)
a. Highly effective in any location
b. Benefits students in low-income schools
c. Improve 21st century skills
Fragoulis (2009)
a. Real and authentic communication activity
b. Low performers seems to build intrinsic motivation
c. Grammatical and sociocultural competence showed small improvement
2. CHARACTERISTIC OF YOUNG LEARNERS (MOON (2004)
a. CREATIVE: Understand & express differently
b. GOING FOR MEANING: Concrete & chunks of language
c. HAVING FUN: Repetition
d. JOINING THE ACTION: Curious & active
e. TALKING THEIR HEADS OFF
f. FEELING AT HOME: Happy & secure
3. EDUCATION IN TIME OF PANDEMIC
“Silver linings” : shift in education perspective
a. “Emergency” curriculum
1. Distance learning
2. School & teacher’s creativity
3. Students’ & parents’ perspective
b. Parent’s involvement
1. Passive à active
2. NOT finish the assignment for the children
c. Learning objective
1. NOT finish the book, “meaningful” learning
2. Learning is possible EVERY WHERE & EVERY TIME
4. EXPERIENTIAL LEARNING FOR YOUNG ENGLISH LEARNERS IN TIME OF PANDEMIC
a. EXPERIENTIAL LEARNING
1. Learning by doing
2. Holistic
3. Active & real-world
b. YOUNG LEARNERS
1. Going for meaning
2. Joining the action
3. Having fun
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