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All Journal Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions LLT Journal: A Journal on Language and Language Teaching
george jacobs
James Cook University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
MAKING EXTENSIVE READING EVEN MORE STUDENT CENTERED Jacobs, George; Renandya, Willy
Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i2.691

Abstract

Abstract: This article begins by explaining the student centered learning paradigm.  Next, the article explains various features of a student centered approach to education and how extensive reading (ER), as it is most often practiced, fits with those features.  The bulk of the article suggests how ER might be implemented to make it even more learner centered. 
Advantages of Combining Small and Large Groups: Implications for Second Language Education Jacobs, George; Farrell, Thomas S. C.
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.2265

Abstract

This paper looks at the value of second language students, teachers, and others interacting in very large groups of tens and even 100s of members of the same group. The paper begins by looking at disadvantages of these larger groups and then at their advantages, before providing advice on how to facilitate groups regardless of their sizes. This advice includes dividing resources and roles, promoting a common identity, encouraging rewards and celebrations, using groups of different sizes, taking advantage of communication technology, and paying attention to the development and use of collaborative skills. The authors’ conclusion is that very large groups can be beneficial if those involved carefully attend to the groups’ functioning, such as by dividing those very large groups into much smaller groups, including groups of 2-4 members.
Helping Students Create Their Own Books the Dialogic Way Jacobs, George
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2354

Abstract

This article explores one technique that is consistent with the student-centered paradigm in language education: student-generated books. First, benefits of student-generated are dis-cussed. Then, the article explores the crucial area of maintaining student ownership of their own books. The next topic explained in the article is why dialog is important as the students are developing their books. Finally, it is suggested that book creation works for students of all ages and levels, with examples given of students at the early childhood level and of second language students at university level.
Student Centered Learning – An Approach to Fostering Democracy in Schools Jacobs, George; Power, Michael A.
Beyond Words Vol 4, No 2 (2016)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v4i2.940

Abstract

After an opening anecdote about a well-functioning small group of students, the article discusses concepts related to democracy. Next, the article defines student centered learning (SCL) and some SCL elements, linking these elements to concepts in democracy. The following section offers various means of implementing SCL. Subsequently, the article looks at issues raised about the use of SCL. To conclude the article, the authors maintain that SCL not only promotes learning but that SCL also fosters democracy
Two Approaches for Promoting Student Centered Language Learning: Cooperative Learning and Positive Psychology Jacobs, George; Chau, Meng Huat
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.3042

Abstract

This article links two approaches to promoting less competitive, more positive, and more student centered learning environments for language learners: cooperative learning and positive psychology. The article begins by explaining each of these two approaches. First, the article provides background, including research support, for cooperative learning and explains eight cooperative learning principles: maximum peer interactions, equal opportunities to participate, individual accountability, positive interdependence, group autonomy, heterogeneous grouping, teaching collaborative skills, and cooperation as a value. Second, the article supplies similar background, including research support, for positive psychology, including seven principles: relationships with others, responsibility, gratitude, positivity, strengths, kindness, and meaning. The article’s next section explores links between cooperative learning and positive psychology in language education and explains that the use of positive psychology in education frequently uses the name positive education. Then, the article presents an extensive reading activity and explains how the design of the activity draws on the eight cooperative learning principles and the seven positive psychology principles. Finally, the article explains how both cooperative learning and positive psychology support student centered language learning, and presents a student centered intensive reading activity that draws on the same eight cooperative learning principles and seven positive psychology principles.
ECOLINGUISTICS AND THE EDUCATION OF YOUNG PEOPLE Roe, Jasper; Chenghao, Zhu; Huat, Chau Meng; Qingli, Guo; Jacobs, George
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6800

Abstract

Most ecolinguistic analysis is conducted with texts produced for the general public. This article explores the use of ecolinguistics in the education of young people. The analysis focuses on young people’s media, specifically focusing on films. Two children’s movies (The Lorax and Back to the Outback) are analyzed using the ecolinguistic concept of stories we live by and the ecojustice concept of intersectionality. This analysis is undertaken to explicate these concepts in the hope that others will employ these same concepts to analyze other texts. These example analyses are explained about classroom practice and generating “noticing” as a learning outcome. Finally, five further techniques for involving students and others in ecolinguistic and ecojustice analysis are described. This article gives important insight into practical tools that can benefit teachers and students in the classroom. Additionally, children’s films and other media developed for children and youths may also be useful for the enjoyment and education of adults.
Co-Authors Chau, Meng Huat Chenghao, Zhu Farrell, Thomas S. C. Huat, Chau Meng Michael A. Power, Michael A. Qingli, Guo Roe, Jasper Willy Renandya