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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
George M Jacobs
James Cook University, Singapore
Education Languange, Linguistic, Communication & Media Social Sciences

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Challenging Existing Perspectives of “Ideal” Characteristics of Teachers of English Yeo, Marie; Marlina, Roby; Jacobs, George M
Beyond Words Vol 5, No 1 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i1.1116

Abstract

Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies pertaining to providing role models, raising awareness, providing tools and techniques for improving proficiency, and discussing status and identity issues are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers, one from each of Kachru’s (1992) circles, and to also raise awareness about the need to accept greater diversity among language teaching professionals. Keywords: teacher identity, teacher characteristics, teacher employment, NNESTs, non-native teachers of English, assigning competence, narrative enquiry
Selecting Extensive Reading Materials Jacobs, George M
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.513

Abstract

This article offers guidance to teachers and students in selecting materials for extensive reading (ER). First, the article explains characteristics of ER and reviews some of the potential gains for students who do ER. Second, the article considers criteria for teachers to bear in mind when selecting ER materials. Third, the article then suggests ways that teachers and students can find ER materials. Fourth, guidance is provided to students for when they select what to read from among the ER materials available to them. Finally, advice is given on integrating ER with course textbooks.
Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way Ivone, Francisca Maria; Jacobs, George M; Santosa, Made Hery
Beyond Words Vol 8, No 2 (2020): November
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i2.2545

Abstract

The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.
Encouraging Second Language Use in Cooperative Learning Groups Jacobs, George M; Kimura, Harumi
Beyond Words Vol 1, No 1 (2013)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v1i1.369

Abstract

This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language) when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA) theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.
Cooperative Learning: A Foundation for Project Work Chau, Meng Huat; Jacobs, George M
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.3426

Abstract

This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
Co-Authors Chau, Meng Huat Francisca Maria Ivone Harumi Kimura Made Hery Santosa Marie Yeo, Marie Roby Marlina, Roby