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Restuningrum, Novi Rahayu
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Moving from an L1 to an L2 Setting: Parents’ Motivation for Raising Children Bilingually Restuningrum, Novi Rahayu
International Journal of Educational Best Practices Vol. 1 No. 1 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.1.53-66

Abstract

This paper portrays changes in parents’ motivation for raising their children bilingually due to the change of domicile, from parents’ home country as the first language (L1) setting – which is a non English-speaking country – to Australia as their second language (L2) setting. Derived from a larger study done between 2011-2015, the paper describes how parents, who at the time of data collection resided in Australia, changed motivation for communicating with their children bilingually. Evolving from my personal experience, using an auto-ethnographic approach, and supported by data from two other research participants with similar experience, the paper presents a narrative on how parents’ sociolinguistic set-up is influenced by the geographic setting change. An early reason that became apparent why parents want their children to be able to communicate in two languages in the period prior to geographic movement from countries where English is a foreign language has changed after they live in Australia. Parents had been motivated to make their children bilingual when they are in the non-English-speaking contexts because they want their children to be able to fit in the globalised world communication. Meanwhile, their main reason for having bilingual children after they live in Australia is to maintain their heritage language and culture. This paper will enhance the discussion in the field of bilingualism, especially about parents’ motivation for children bilingualism and Family Language Policy (FLP), and will extend the discussion in other language-related field of research.  
TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS Restuningrum, Novi Rahayu
International Journal of Educational Best Practices Vol. 2 No. 1 (2018)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.2.1.1-13

Abstract

Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).
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