Claim Missing Document
Check
Articles

Found 3 Documents
Search

The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education Nur, Sahril; Anas, Ismail; Pilu, Reski
Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Lancang Kuning (LPPM - Unilak)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i1.9526

Abstract

Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.
Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace Nur, Sahril; Anas, Ismail; Pilu, Reski; Basri, Nurfajriah
JOALL (Journal of Applied Linguistics and Literature) Vol 7, No 1: February 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i1.20418

Abstract

This article reports on a narrative case study that showcases the local English teachers’ perceived inequality practices and identity construction in Indonesia’s micro-reality context of a private language school domain. Grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the LETs voices about what it means to experience the equality of rights and obligations in the workplace. As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. However, this type of discrimination will further widen the gap between LETs and NESTs dichotomy and impede the construction of language teacher identity. This study suggests exploring dedicated strategies to develop information literacy skills for school principals, parents, teachers, students, and policymakers. This study will also contribute to the growth of critically oriented literature and scholarship on teacher identity and critical anti-racist language teaching pedagogy.
Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles Nur, Sahril; Anas, Ismail; Rahayu, Rahayu
International Journal of Language Education Vol. 6, No. 1, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i1.26141

Abstract

In response to the Covid-19 pandemic, this article presents online Peer-Review Circles (PRC) as an innovative and collaborative approach to academic writing, mainly proofreading and copy-editing processes. It aims to engage novice second language (L2) writers in online joint review and increase their understanding of pre-reviewing scholarly papers before submission. The authors had observed that a large number of doctoral students are still considered novice writers. Therefore, there was a need for a practical approach to improve their review skills and engage them in online PRC activities. Grounded in Monologue-Dialogue-Discussion (MDD) Circles (Manning & Jobbitt, 2018), this article extends its potential to be adopted and used beyond the classroom and mandatory ELT contexts. MDD requires three consecutive stages: 1) primary reviewer’s monologue, 2) primary and secondary reviewer’s dialogue, and 3) writer and the reviewers perform a group discussion. These activities will help the writers to look after the manuscripts simultaneously from a PRC perspective. We also developed peer review Feedback Questions (FQs) to guide the reviewers to perform meaningful discussions. The output of the PRCs will likely be an initial review or a pre-evaluation process to improve the manuscript quality, readability, and publishability.