This case study investigated pedagogical responses to internationalisation by a faith-based secondary school in Australia. Using social constructivism as the theoretical framework the study examined teaching and learning for culturally and linguistically diverse students. Data generated through questionnaires, focus groups, individual interviews and document archives were analysed and interpreted using thematic analysis. The findings showed that teachers believed themselves to be ill-equipped to teach international students. Their concerns centred on a lack of explicit pedagogical, cultural and linguistic knowledge to help the students acculturate and learn. Recommendations include the dissemination of school policies to teachers, intentional staff collaboration and professional development to address the teachers’ needs for internationalisation.

A Case Study of Pedagogical Responses to Internationalisation at a Faith-Based Secondary School in Australia

This paper seeks to address how captioned videos are used as an instructional aid in classrooms of English as an additional language (EAL). The paper employs a narrative literature review to synthesize prior studies and reach pedagogical conclusions for utilizing the captioned videos. The results argue that captioned videos have pedagogical, cognitive, and psychological benefits to language teaching and learning with the awareness of some influential factors during instructional implementations. First, the paper elaborates on the roles of videos in language teaching and learning (Why), underlying theories of employing videos (How), and influential factors of utilizing the captions (When and Who), followed by an emphasis on captioning effects on language learning (What). Then, it discusses some classroom implications as concluding remarks.

The why-what-when-who-how of using captioned videos as an instructional aid in EAL classrooms: Theoretical perspectives and classroom implication

Pakistan is striving to adopt teaching of English as a language instead of a subject. This shift requires the development of English language teachers listening comprehension skills since better listening leads to better speaking and improved job performance (Kluger, 2015, May 29.  However, on one hand, learning of listening comprehension is difficult and on the other hand, it is challenging to teach (Walker, 2014). Current article discourses the practical implementation of two listening comprehension skills’ models for English Language Teachers (ELTs) and youth to overcome this challenge in Pakistan including Balochistan. Taking a step further, this article also presents two detailed activities for the practical implementation of the two models with appropriate justification, to ease the process. Though, this article basically focuses Balochistani context, still, with some modifications aligned with the contextual needs, it might be equally useful for any context.

If Not Now, Then When? Balochistan’s Case of English Language Comprehension Skills and A Way Forward

In second language classrooms, listening is gaining recognition as an active element in the processes of learning and using a second language. Currently, however, much of the teaching of listening prioritises comprehension without sufficient emphasis on the skills and strategies that enhance learners' understanding of spoken language. This paper presents an argument for rethinking the emphasis on comprehension and advocates augmenting current teaching with an explicit focus on strategies. Drawing on the literature, the paper provides three models of strategy instruction for the teaching and development of listening skills. The models include steps for implementation that accord with their respective approaches to explicit instruction. The final section of the paper synthesises key points from the models as a guide for application in the second language classroom. The premise underpinning the paper is that the teaching of strategies can provide learners with active and explicit measures for managing and expanding their listening capacities, both in the learning and 'real world' use of a second language.

Rethinking Comprehension and Strategy Use in Second Language Listening Instruction.

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Rethinking Comprehension and Strategy Use in Second Language Listening Instruction.