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All Journal ELT Echo Journal of English Language Teaching and Linguistics JOLLT Journal of Languages and Language Teaching
A B M Shafiqul Islam
King Khalid University
Arts Humanities Education Languange, Linguistic, Communication & Media

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Translanguaging as an Instructional Strategy in Adult ESL Classroom Mehedi Hasan; A B M Shafiqul Islam; Israt Jahan Shuchi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i2.7311

Abstract

The use of the first language (L1) in adult second (L2/SL) or foreign language (FL) classrooms has always been a bone of contention over the past few decades. Many are in favor of L1 use terming it as constructive and facilitating for language learning while some disapprove that practice and identify it as a hindrance to the teaching and learning of a language. Of late, the concept of translanguaging has added a new dimension to this long-standing debate of using L1 in teaching/learning L2 since it basically insists on viewing languages as a single unitary system as opposed to the traditional linguistic perception of L1 versus L2. However, there have only been a very few studies on translanguaging with particular emphasis and attention given to ESL/EFL adults at the college/university level. This research study thus attempts to shed light on the theoretical underpinnings of this L1-L2 dichotomy and discuss how translanguaging differs from the customary notion of using L1 in the adult L2 classroom. This study uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The results demonstrated that both translanguaging and the notion of L1use in the L2 classroom are pedagogically similar as both allow the use of L1 in L2 classrooms at varying degrees though theoretically, they are different.
The Utility Extent of Linguistics to Language Teaching: An Experimental Evaluation Md. Faruquzzaman Akan; Hassan Mahill Abdallah Hassan; A B M Shafiqul Islam; Abdelrahman Elyass Mohamed Abdelmajd
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(1), April 2017
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.643 KB) | DOI: 10.21462/jeltl.v2i1.42

Abstract

To approach the very questions how and how far linguistics helps language teaching, we have to examine, analyze and evaluate them critically from various view-points. During the Second World War, the importance of linguistics in language teaching was noticed forthwith for the first time. Linguistics and language teaching have the same subject matter to deal with. Though linguistics is the scientific study of language, it has some specific role to play in the process of language teaching from the earlier to the modern times. Stephen Pit Corder (1975:143) says, “… the relevance of theoretical linguistics to language teaching is indirect and it is not the task of a theoretical linguist to say what relevance it may have. This is the field of applied linguistics.” According to the American linguist Noam Chomsky and some others, applied linguistics has a direct relationship with language teaching which is a pragmatic process and cannot take place in a total isolation. It takes help from various related sources and fields such as general, educational and social psychology; sociology, social anthropology and so on. Here, linguistics provides a language teacher with effective tools. However, as Dwight Bollinger says (1975a:22), “Language teaching is not linguistics, any more than medicine is chemistry….” So, the aim of this paper is to show the role of linguistics in teaching both foreign languages and any first languages or mother tongues.
Using Mobile-Based Formative Assessment in ESL/EFL Speaking Mahedi Hasan; A B M Shafiqul Islam; Israt Jahan Shuchi
Journal of Languages and Language Teaching Vol 9, No 1 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i1.3449

Abstract

With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers.
Co-Authors Abdelrahman Elyass Mohamed Abdelmajd Hassan Mahill Abdallah Hassan Israt Jahan Shuchi Mahedi Hasan Md. Faruquzzaman Akan Mehedi Hasan