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Enhancing English Learning Environments

The document discusses creating a language environment to improve teaching and learning English. It emphasizes the important roles of teachers and parents in exposing learners to English through various means like books, movies, songs and conversations at home and school. The document outlines several steps teachers can take, such as identifying learners' needs, using interactive media, authentic materials, rewards and feedback to motivate learners and develop their English skills. Creating a supportive language environment involving various stimuli and practice is essential for learners to achieve success in learning English as an international language.

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Azmi Alfay
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108 views5 pages

Enhancing English Learning Environments

The document discusses creating a language environment to improve teaching and learning English. It emphasizes the important roles of teachers and parents in exposing learners to English through various means like books, movies, songs and conversations at home and school. The document outlines several steps teachers can take, such as identifying learners' needs, using interactive media, authentic materials, rewards and feedback to motivate learners and develop their English skills. Creating a supportive language environment involving various stimuli and practice is essential for learners to achieve success in learning English as an international language.

Uploaded by

Azmi Alfay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Azminatul Alfay Rohmah

18020084059 / 2018-B

Creating Language Environment in Teaching English

English can be defined as the international language since it is used by most people in
many areas of the world. According to Brumfit (1983), is an international language that is
used as the lingua franca. There are two categories to determine the use of English in specific
countries, which are English as a Second Language (ESL) and English as a Foreign Language
(EFL). ESL is English that is used in English speaking countries, meanwhile EFL is used in
the countries which do not use English as its native language. Nowadays, the recruitment to
master English, both in the countries which used English as the second or foreign language is
increasing due to the social, economy, politic, and education needs.

In Indonesia, English is considered as foreign language because English is not used as


the language to interact with the natives. Learning English as the Foreign Language in
Indonesia is important because it deals with the development of technology which require
people to be connected with the world. On the other hand, English also can be used as the
additional and important value for practical values, such as to go study abroad, to find job, to
apply scholarships, etc. Due to those reasons, the quality of teaching-learning English needs
to be increased.

There are two factors which influence the quality of teaching-learning process, those
are internal and external factors. The internal factors could be willingness to study, innate
ability, intelligence, etc., whether the external factors could be from the environmental
influence that help the learners to learn. Harjali (2015), as cited in Aziz (2020), stated that
the learning environment is anything around, emotional conditions, and changes in the
culture.

The role of environment towards the learners’ achievement in learning the target
language is very vital because the exposure given by the environment can help the learners to
reach the targets. When the learners learn language consciously, it might be easy for them to
accept the materials. In creating language environment, it is important to involve the parents
and the teachers as the people who have important role in the learners’ learning process. At
home, the parents can present the language exposure for their children, like facilitate them
with books, movies, songs, or anything used English. The parents can also utilize their
children’s critical period or golden age to give the language exposure. As stated in Ellis
(1997), critical period refers to the period in which the language acquisition process might be
easy to achieve the language competencies.

The teachers also have the important role toward the learners’ achievement in the L2
because the learners also spend many of their time at school. Most of the learners obtain their
language skills which are speaking, listening, reading, and writing at school or other formal
educational institutions. If the learners did not receive enough language exposure at home due
to their family condition, it is the best time to develop the learners’ ability and motivation in
learning English. The first step that can be done by the teachers is by identifying the learners’
need. The learners also have psychological needs beside their physical needs. The
psychological needs consist of belonging and love, competencies, security and order, and fun.
By identifying the learners’ needs before the learning process, the teachers can decide the
teaching strategies which engage their needs and increase the learners’ motivation to study.
For example, if the teacher teaches a class which most of the learners have superior
kinaesthetic intelligence, the teacher can utilize that kind of intelligence by preparing the
activities or learning media which involved body movement, like outdoor activities, to gain
the learners’ engagement.

The second step that can be done by the teachers in creating language environment is
by being creative in creating interactive and creative media to learn English. In this step, the
teachers can start to put interesting posters or pamphlets in the class about the importance of
learning English that persuade the learners to learn. The teachers can also use interesting
media and learning resources, such as YouTube, PowerPoint, song, movie, doll, etc. during
teaching English. The use of interactive and creative media can increase the learners’ interest
to study.

The teachers can also use the authentic learning resources to develop the learners
English skills from the natives because the learners also need authentic resources to learn and
know about how the natives speak. Bacon & Finnemann, (1990); Liontas, (1992), stated that
authentic materials are the materials from the natives which have beneficial in providing
content-rich samples and natural from the target language. For examples, the teachers can use
TED Talks as an authentic learning resource in teaching speaking and listening, the website
[Link] in teaching reading and writing, etc.
The next step that can be implemented is by giving reward if the learners achieve
something. Those rewards can be in the form of giving additional score, compliment words,
stickers, gold stars, etc. If one of the learners in the class succeed at a test, the learners can
also ask her/his feeling and efforts that led them to the success. It is expected that she/he can
build the others’ motivation to study harder. Otherwise, if the learners are failed in a test, the
teachers are forbidden to judge the learners because it can drop themselves.

The other important thing that can be done by the teachers in creating language
environment is by getting used to the use of English in the classroom. It can be started by
asking the learners to speak the vocabulary they have got when they are talking with their
friends or the teacher in the classroom. If the learners still find difficulties in interacting with
the others, the teacher can provide the list of vocabularies on the place where the learners can
see easily, like on the side of the classroom. That habituation is expected can improve the
learners speaking and listening abilities, and even their confident in English. By interacting
with the others using English, the learners may also have peers to train their ability.

Giving feedback to the learners about their capabilities during and after the teaching-
learning process can also very useful in providing an overview of the extent of their learning
outcomes. The feedbacks can be in the form of oral and written feedback which is given
personally to each student. In giving the feedback, the teachers must provide the suggestions
that build the learners’ motivation to perform better. If the learners still have the lack
capabilities, the teachers can ask them about the obstacles they face during the learning
process. Identifying the extent of the learners’ learning outcomes through feedback can be
utilized by the teachers as an evaluation about the way they teach whether their way is
effective or not in increasing the learners’ capability to learn and master English.

The ways above can be implemented by the teachers in treating the learners to
develop their English skill. The environments that are comfortable and make the learners feel
fun to study may increase the learners’ English skill. The environments which involve the
entire stimulus, interaction, and more language exposure may provide positive effects. It
deals with the Noam Chomsky’s theory about behaviourism in second language acquisition.
To reach the achievement in learning the target language, in this case is English, the learners
must have strong motivation and willingness, and being persistent to learn which is supported
by supporting environment. The more input they received, the better output they will have.
The key of success in learning language is practice, practice, and practice. It may be different
when the learners acquire their first language or their mother tongue because they acquired
them unconsciously and the first language is used in their daily interaction since they were
children. The learners’ intelligences are also different, that is why the role of the teachers in
determining the learners need before the class is very important to prepare the suitable
materials or teaching strategies for the learners.

The parents and the teachers as the people who have important role, and also as the
rolling model for the learners can motivate and facilitate the learners to learn by giving
comfortable and educative language environment at home or school. At the end, creating
language environment is essential to increase the learners’ skill in English as international
language.
References

Bacon, S. M., & Finnemann, M. D. (1990). A Study of the Attitudes, Motives, and Strategies
of University Foreign Language Students and Their Disposition to Authentic Oral and
Written Input. The Modern Language Journal, 74(4), 459–473.
[Link]

Brumfit, C. (1983). The basis of A Communicative Methodology in Language Teaching.

Ellis, R. (1997). Second Language Acquisition (Oxford Introduction to Language Study


Series) (p. 147).

Imam Nur Aziz. (2020). the Concept of Language Environment : a Descriptive Study At
Madrasah Aliyah Keagamaan Gresik. Edukasi, 07(02), 1689–1699.

Liontas, J. I. (1992). From the Living Room to the Classroom: Working with Authentic
Spanish Language Videos. Hispania, 75(5), 1315. [Link]

Common questions

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The quality of the English teaching-learning process is influenced by internal and external factors. Internal factors include the learners' willingness to study, innate ability, and intelligence, while external factors comprise environmental influences such as emotional conditions and cultural changes . To optimize these factors, it is crucial to create a supportive language environment that involves both parents and teachers. Parents can provide language exposure at home, leveraging the critical period for easier language acquisition . Teachers, on the other hand, should identify learners' psychological and physical needs to engage them effectively, as well as use interactive and authentic media to foster interest and motivation . Ensuring continuous practice and providing feedback can help learners consolidate their language skills, making a supportive environment essential for language acquisition .

Creating an engaging English language environment in educational institutions involves varied and interactive teaching methods. Teachers can start by identifying learners’ needs and tailoring strategies to accommodate diverse intelligences, such as using visual aids for visual learners or music for auditory learners . They can also use creative media like interactive posters, YouTube, and other engaging resources to spark interest . Implementing routine English usage in the classroom and providing opportunities for practical application, such as peer interactions and real-life simulations, further supports engagement . Encouraging practice and giving rewards for achievements can motivate students to participate actively .

Motivations such as educational advancement, career opportunities, and socio-economic benefits drive the increase in English learning in non-native speaking countries. Cultural changes, including globalization and technological advancements, necessitate proficiency in English for effective communication and connectivity with the wider world . As English is an international language, mastering it represents an essential skill, leading to increased recruitment in learning English . These factors collectively incentivize individuals and institutions to prioritize English language education, embedding it within curricula and national education policies to meet international standards .

A supportive environment is crucial for achieving language acquisition as it provides learners with consistent exposure and opportunities to practice the language. By creating an environment rich in stimuli, interaction, and language use, learners can develop their skills more effectively . Such environments enable learners to practice regularly, receive feedback, and engage with the language meaningfully, which is essential for internalizing language use and improving proficiency. Moreover, supportive environments provide motivation and encouragement, which are vital for maintaining the learners' interest and persistence in language learning .

Teachers can effectively incorporate interactive learning materials by choosing resources that expand beyond traditional textbooks and engage learners actively. This can include using websites like TED Talks to improve listening and speaking skills, as well as platforms like wordoftales.com for reading and writing development . Teachers can also use multimedia tools such as PowerPoint, YouTube, and interactive posters to deliver content in a visually and auditorily engaging manner. By integrating these materials into lesson plans, teachers create a more dynamic learning environment that appeals to various learning styles and keeps students motivated .

Feedback influences the learning outcomes of English language learners by providing a clear overview of their progress and areas for improvement. Effective feedback can be both oral and written; it should be given personally to each learner to address individual needs . Constructive feedback helps motivate learners by highlighting achievements and offering guidance on overcoming challenges. When learners understand their strengths and areas for development, they can focus efforts more effectively, improving their overall language abilities . The most effective feedback is supportive and encourages a growth mindset rather than penalizing failure, promoting a positive learning environment .

Parental involvement in the language learning process can significantly influence learners' achievement in acquiring a second language by providing additional language exposure at home. Parents can facilitate language learning by providing their children with books, movies, and songs in English, thereby utilizing the critical period known for easier language acquisition . This exposure complements formal education and can help fill in gaps when children do not receive enough at school due to various constraints. A supportive home environment can augment learners' interest and motivation in learning English, leading to higher achievement levels .

Assessing learners' intelligences is important for teachers because it allows them to tailor instructional strategies to match students' learning preferences, thereby enhancing engagement and understanding . Recognizing different intelligences, such as kinesthetic, visual, or musical, enables teachers to create activities that cater to these strengths, making the learning process more effective and enjoyable. This approach increases motivation and supports better retention of the language concepts taught, as students can relate the content to their own modes of learning .

Teachers can enhance English language learning by recognizing and utilizing learners' multiple intelligences and psychological needs. For instance, if a teacher identifies that a class predominantly consists of learners with superior kinesthetic intelligence, they can design activities that incorporate body movement, like outdoor exercises, to increase engagement . Furthermore, understanding psychological needs such as the need for belonging, competence, and fun allows teachers to craft lessons that are responsive to these needs, boosting motivation and learning outcomes. Creative teaching strategies that incorporate different intelligences and fulfill psychological needs can make language learning more effective and enjoyable .

Authentic material plays a crucial role in English language learning as it provides learners with content-rich samples and natural language use from native speakers, which are essential for developing practical language skills . It is considered beneficial because it offers learners exposure to real-life language contexts, enhancing their listening and speaking abilities by understanding how natives communicate. Authentic resources, such as TED Talks for speaking and listening or wordoftales.com for reading and writing, help learners grasp the nuances of language use beyond textbooks, making language learning richer and more engaging .

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