Globalisation brings a great impact oh the use of English in any domains like business, education, IT and the like. English has become lingua franca one chooses to comunicate with others having a different language. English has spread worlwide and this phenomenon has resulted in English teching learning in primary level in many non-English-speaking countries. This brings a consequence to a crucial need in teachers' education.Teachers at the primary levelneed to develop both competence in English use and teaching skills to young learners regarding their special characteristics. Theories in children developmentis needed by teachersto meet die speacialneeds ofchildren. One method suggested to meet those needs through songs" Songs help children to internalize some words and sentences in the new language. Songs also provide a link with their everyday lives and be fun. Songs can be used at any level ofages at any stage in a lesson. In the beginning of a lesson songs can be used to mark the change from one topic to another. Songs can be a break from another,more concetrate activity in the middle of a lesson and used to round a lesson ofthe end.
A. IntroductionToday is the era after Modern English that is called as 'Global English" in which English has new status as a global lingua franca and it brings consequences that English is surrounded by new cultural, linguistic, political and economic issues (Graddol 2006:58).English is not a language for the English-speaking countries anymore. English has spread worldwide to the countries in the five continents. One of the reasons is economy. People need to acquire English since it is one way to cope with the communication in economy trend. English is needed to process information, analyze, evaluate, experiment, negotiate and collaborate in economy. The awareness of English importance in the globalization era has made people learn this universal language consciously and it brings issues to English language learning especially in non-Englishspeaking countries.
International teaching practicums help pre-service teachers (PSTs) advance professionally in teaching and gain multicultural competence. This study aims at describing an investigation of challenges and problems faced by the pre-service teachers during their international teaching program in an Indonesian elementary school and how to cope with them revealed by the PSTs' voices. This qualitative case study started with conducting a survey questionnaire covering various aspects of results, challenges, and problems regarding the aspects of pedagogical, content knowledge, technology, and cultural gaps faced by 7 international pre-service teachers (PSTs) from the Netherlands. The survey results were then further examined through in-depth interviews with the PSTs and thematic analysis was conducted to examine the data. The findings showed that there were three categories of problems faced by the PSTs: issues from the students, problems from the PSTs, and problems from the schools or stakeholders. The PSTs could adapt to the situation and find solutions to the problems. They tried to be "Indonesians," enjoyed every activity and difference, and communicated to the right person to solve the problems. The study also revealed that the PSTs hoped that the lecturers could have spent more time at school and given them more advice. They wished the university could improve the scheduling system and give them a chance to teach in more than one school to be able to experience different school cultures. This study recommends further investigation of how a good international teaching program should be developed and managed.Keywords: pre-service teachers, international teaching practicum, teaching English to young learners
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