Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal LLT Journal: A Journal on Language and Language Teaching Anglophile Journal
Brown, Charles Allen
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ATTENTION TO PROBLEMATIC SOCIAL GROUP REPRESENTATION IN GUIDANCE FOR USING MASS MEDIA IN ENGLISH EDUCATION Brown, Charles Allen
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.7927

Abstract

While media studies amply document problematic social group representation in mass media materials, how English language educators are equipped to address these issues when they engage in the common practice of appropriating such artifacts for teaching is unclear. This research responds by collecting 319 prominent Internet sources providing guidance on using mass media materials for language learning and subjecting them to a content analysis. This analysis draws upon ten forms of problematic social group portrayal in the mass media as a conceptual lens. Analysis results indicate little attention to ableism, ageism, Christonormativity, classism, colorism, gender bias, heternormativity, lookism/sizeism, racism, and urbanormativity with articles universally acclaiming the integration of mass media materials into language teaching, primarily on the grounds of “authenticity.” Defined as materials authored by and for native speakers, this is an authenticity insensitive to authentic social group representation. This research is significant because of teacher reliance on the Internet as a source of materials, because of the global reach of English language teaching, the power of mass media, especially for youth socialization, and because there is a lack of previous research concerning how language teachers are trained to consider problematic social group representation in mass media artifacts.
Shortcomings in the JET Programme as a Vehicle for English Pronunciation Teaching by Native Speakers Brown, Charles Allen
Anglophile Journal Vol. 4 No. 2 (2024): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v4i2.1191

Abstract

The Japan Exchange and Teaching (JET) Programme is a longstanding and influential government initiative employing thousands of immigrant teachers throughout Japan. The JET instructional delivery model is characterized by periodic classroom visits from largely untrained English native-speaking teachers who serve as classroom assistants with the licensed teacher – typically a Japanese individual – being in charge. This model was adopted to promote international contact and authentic language exposure with the JET teacher being especially responsible for teaching oral communication. This study focused on empirically examining their pronunciation teaching since there has been little assessment of how the JET instructional delivery model addresses this important dimension of oral communication. To do so, 4879 teaching activities created by JET participants were analyzed in terms of how they addressed critical aspects of pronunciation teaching. Results indicated important shortcomings, including little integration of pronunciation into the curriculum, weak links between listening to notice phonological features and subsequent learner production, poor coverage of the various dimensions of phonology, a lack of attention to assessing learners’ pronunciation needs, and inaccurate presentation of phonology especially through English transcribed into the Japanese katakana writing system. The findings suggest shortcomings inherent in the JET-style instructional delivery model, especially attributable to its recruitment of untrained NS teachers, their sporadic appearance in particular classrooms, and their responsibilities in creating and teaching oral communication lessons. This project is thus important not only within Japan, but also in other contexts where the JET-style model has been embraced as a vehicle for seeking to match native-speaker language skills to student needs. Keywords: English Language Teaching, JET Programme, Katakana English, Native Speaker Fallacy, Pronunciation
Co-Authors