https://drive.google.com/drive/folders/1rcAp0sLqzzGo8kO2ZiYSFClJXn1PAm03?usp=sharing

 

questions and comments

comment on the points from the readings to extend/apply them to other contexts or readings.

(not summarising)

 

example:  (DO NOT COPY)

Disbray et al 2020

This paper raises some issues associated with oral language teaching. In this context, the targeted language is Warlpiri, a minority and endangered one, which is L1 for the students. On the other hand, I believe that this can also be related to EFL (English as a Foregn Language) teaching in Japan to some extent. In both contexts, the concern is 'lack of certain skills by teachers'. Firstly, in English education in Japan, schools focus mostly on reading skills. I think this is because of likelihood of lack of teachers' oral proficiency. Some teachers, especially middle school or high school teachers, do not have a good command of English in terms of oral competency because they also received English education in Japan, which emphasized on literacy skills. This situation often leads to the avoidance of interactive classes, which involve a lot of communicative activities. In another possible scenario, teachers cannot answer questions from students nor assess speaking properly as they are not native speakers of English and not be able to decide if what students are saying is appropriate or not in the real world. In Warlpiri context, teachers are native speakers of the language, so they surely have high fluency. However, the problem is that they do not know how to teach oral skills effectively in the face of language shift. Here appears to be the main difference between EFL education in Japan and teaching of Warlpiri, as a first language in Northern Territory.