Zahra H.’s Post

#Language_Lab Each and every educational institute especially technical ones build language labs for students to learn speaking English well. NAAC auditors etc., rate infrastructure of institutes high if the language labs are state of the art. In spite of all such labs, our graduates are not up to the mark in English speaking. Instead of English building labs for Sanskrit, a language from which many of languages of the world are derived, instead of English, it will serve the purpose well. When I learnt French, I realised that it is based on Latin which is the younger sister of Sanskrit. Imagine if your French teacher is English, you will find learning French a Herculean task. On the other hand if mother tongue of a French teacher is any of Indian languages, students will learn French faster and must more easily! It has been my experience and I am sure, Indian graduates will be easily able to speak most of European languages, if we build Sankrit labs and not English labs. Thought I must share this with you for benefit of our youth in your universities. Regards.

"Removing local languages from the Zambian school curriculum" English is a gateway to the world and no one should be deprived of the opportunities that arise for those with a strong command of the English language. This does not mean that local languages are dispensable, however. They have an important role to play in supporting education, including English language education. People who insist on prioritising local languages are often those who can speak fluent English themselves. Advocates of minority languages need to be fluent in English in order to research their field and support the cause at international conferences. In doing so, however, they are also demonstrating why English is so important. Learning English allows people to gain knowledge, communicate with society, further themselves as individuals and have a global impact. It is unfair to willingly dispossess people of this ability in order to preserve tradition. But this does not mean local languages can be forgotten or downplayed. People are more likely to succeed – not just at learning English, but in employment and education generally – if they are immersed in a community rich in history and tradition. Local dialects are a part of this tradition. Efforts to regenerate and celebrate indigenous cultures in recent decades have demonstrated that the preservation of local languages and the teaching of English are mutually-reinforcing developments. In this way, the local language serves as the bedrock for learning English, rather than being an obstacle in need of removal. I think it is important for everyone to learn English but I feel it is unnecessary to frame learning English and keeping local languages alive as conflicting possibilities. Each goal supports the other. We should focus on how best to develop both English and local languages in particular local contexts. #culturalpreservationandidentity #Globalcompetitiveness. #EconomicRelevance

Philippine English and Teaching It: Awareness and Attitudes of Grassroots Filipino English Language Teachers Author: Hjalmar Punla Hernandez Abstract Although World Englishes has been proffered to be integrated in English language classes worldwide, it hitherto lacks official recognition by the Philippines’ Ministries of Education. The dearth of legitimization by these policymakers hints a question whether Filipinos possess awareness towards Philippine English (PhE) and have positive attitudes towards teaching it. As language awareness and attitudes are imperative for designing language policies, programs, and pedagogies, I argue about the need to unfold Filipinos’ awareness towards PhE and “re-examine” their attitudes towards teaching it. In this chapter, I discuss PhE’s brief history, functions, and status, paradigm, linguistic features, and related studies. Then, I feature two language surveys: the first scrutinized the awareness of grassroots Filipino English language teachers towards PhE, and the second investigated their attitudes towards teaching educated PhE. Grounded in the studies’ outcomes, I appeal to education policymakers worldwide to legally integrate World Englishes glocalization in educational language policies, English teacher education programs, English as a second/foreign language curricula, and English language teaching and testing.

Five years ago, I began teaching English👩🏫 to young students from China. This journey has been one of the most rewarding experiences of my career. With a degree in English and Teaching from Libya, and a Master’s in Teaching and Learning English from Taylor’s University in Malaysia. I am passionate about language education. I emphasize a natural and immersive approach to language learning. I encourage students to practice English in real-life situations beyond the classroom to truly engage with the language. Here are some strategies I used to improve my own English skills and pass them on to my students: 1. 𝐃𝐚𝐢𝐥𝐲 𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞: 🧠 Consistent exposure through speaking, listening, and reading. 2. 𝐒𝐢𝐦𝐮𝐥𝐚𝐭𝐞𝐝 𝐈𝐧𝐭𝐞𝐫𝐯𝐢𝐞𝐰𝐬: 👫 Practicing mock interviews in English to build confidence and fluency. 3. 𝐉𝐨𝐛-𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐜 𝐕𝐨𝐜𝐚𝐛𝐮𝐥𝐚𝐫𝐲: 👩💻 Learning industry terminology for effective communication. 4. 𝐒𝐞𝐥𝐟-𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭: 🗣️ Recording and listening to myself speaking English for improvement. 5. 𝐅𝐨𝐫𝐦𝐚𝐥 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠: 👩🎓 Enrolling in English classes for structured support and valuable feedback. 6. 𝐂𝐨𝐧𝐟𝐢𝐝𝐞𝐧𝐜𝐞: 🙋♀️ Trusting my ability to communicate clearly and effectively. Mastering English as a second language is a challenging but rewarding journey. Persistence is key, and every small step contributes to building confidence and competence. What strategies have you found helpful in learning or teaching a new language? Remember, the road may be tough, but the rewards are worth it! #languagelearning #esl #professionalgrowth

📘 In our new publication, "Iranian English language policy and learner’s identity formation," Mehdi Moharami and I explore how English remains vital to Iranian education despite policy reforms limiting its influence. We discuss our personal experiences learning & teaching English in Iran and examine how policy perspectives often differ from the needs & views of learners. While some view English as a “Western influence,” many Iranian students see it as crucial for intercultural communication & their futures. We hope our work sparks dialogue on how educational policies can better align with the aspirations of students.

We know research shows that being multilingual offers increased cognitive and problem-solving skills. Supporting students in maintaining their heritage language while building English skills is critical to achieving this benefit. Unfortunately, I have often seen what the author describes: "Older family members may primarily speak their native language, while younger generations may lean more toward the dominant language of their environment—in this case, English. This linguistic divide can lead to communication barriers, misunderstandings, and even a sense of cultural disconnect within the family. For students, these challenges can manifest in feelings of isolation, divided loyalties, or a struggle to maintain their heritage language while mastering English." When students and parents do not have a common language, these communication challenges ensue. This article provides a lot of practical tips to help mitigate this effect. #multilingualism #equityineducation #educationalequity

Today, I completed my teaching practicum and eclipsed the 500+ hours of teaching English in Japan! I have also received my dual certification in the TESOL/TEFL (Teaching English to Speakers of Other Languages & Teaching English as a Foreign Language). Linguistics have always been and will always be one of the most important assets we can utilize. Communication is the foundation of business, relationships, and a more cohesive world. My time teaching the youth in japan won't last forever, but I know that the impact and the lessons will stick around a lot longer than I will. By having a better understanding of how to teach English and languages in general, I am able to become a better cross-cultural and cross lingual communicator. I urge others to continually educate themselves and others on one of the most important tools we can utilize as humans: LANGUAGE. 🇯🇵🌎🇺🇸 #TESOL #TEFL #ESL

An advice for Teacher Frank... There is an ESL teacher named Frank who had been teaching English for nearly a decade. He was passionate, experienced, and had helped countless students improve their language skills... however, one day, he faced a challenge that tested his efficiency like never before. Frank was assigned to teach a group of students who had just arrived in the country. They were A1 language proficiency level students who happened to be complete beginners in English. They hailed from various countries; each with its own language and culture. Frank had always been confident in his teaching abilities, but this time, the language barrier seemed insurmountable. During the first class, Frank introduced himself with his usual warm smile, but was met with blank stares. He tried simple greetings, like "Hello" and "How are you?" but the students looked confused, whispering among themselves in their native languages. Frank soon realized that most of them didn’t understand even the most basic English words. Over the next few days, Frank struggled to find a way to connect with his students. The language barrier made it difficult to explain even the simplest concepts. He tried using gestures, drew pictures on the board, and used translation apps, but the progress was slow, and he could see the frustration in their eyes. He began to doubt himself. Is he failing his students? And, is there a better way to reach them? Advice Teacher Frank... #ESLTeachers #Educators #thoughtleaders #lifelonglearning #virtualteacher #SENadvocates #haomaworgu #20daylinkedinchallengewithhaoma #Teachers