english assignment help in hobart

english assignment help in hobart

English Language Education in Hobart

1. Importance of English Language Education

English language education is viewed as contributing to national prestige at another level, too, with the recognition that English is a global language and is as powerful an influence as, say, a country’s scientific achievements. The English language is used for the purposes of traveling and contact with people from other countries, which is one of the main reasons, along with the desire to access more varied information and ideas. To interact successfully with speakers of other languages and to make a significant contribution to our society, students need to value the knowledge of a language other than English. While the primary purpose of language education must be to enable students to communicate successfully in the target language, this is more likely to be achieved if students also understand, appreciate, and are sensitive to how language shapes and influences all other aspects central to the individual and collective identity of people in Australia’s multicultural society in the present day and age. Thank you very much.

English language education is given very high priority around the world today. Most countries are instituting policies to increase the number of their citizens who can speak English as well as their proficiency in the language. Many English-speaking countries are also interested in promoting the status and prestige of English. In some countries, English language education is positioned at the center of language education policy, with the result that the vast majority of students spend much or all of their time studying English. Public debate in many countries implies the belief that efforts to promote English and enable people to speak English will bring economic benefits: more direct foreign investment, greater success in international trade and international tourism, for example.

2. Challenges in English Language Learning

The development of English language skills by overseas students can be affected by a variety of reasons, either due to the limitations existing in language programs or external factors such as the students’ social context. This is especially the case when international students are not provided with enough language support before their integration into the mainstream curricular program. Consequently, immediate exposure to fast-paced listening and alien learning contexts creates challenges to which international students have to adapt as soon as academic language competence is concerned. Other challenges which are more prevalent among all overseas students include a lack of opportunity for authentic language use and limited exposure to high-quality language input since they are mostly interacting within their own L1 speech communities. Therefore, a wide range of experiences in using the L2 or the international students’ exposure to a wider L2 input become valuable conditions to relieve language learning difficulty.

Linguistic diversity has emerged as one of the most urgent social challenges in Australia and internationally. This reality demands an exploration of how English education interweaves with status and language politics in everyday practice, as well as an analysis of English curriculum, pedagogy, and policies in order to engage students from non-mainstream backgrounds. Educators are called upon to engage students from a range of cultural and linguistic backgrounds in order to afford them equal opportunities through relationships with language and knowledge that reflects the lived experiences of their communities. This responsibility is complex and multi-faceted and can be fraught with ideological challenges. Interactions with students from culturally and linguistically different backgrounds can provoke raciolinguistic and ideological responses. In Australia, the multilingual nature of schools can lead to criminalizing discriminatory discourses as well as structural inequalities within education institutions. Among others, unequal access to resources, club goods and knowledge, as well as the disparate distribution of both linguistic and localized sociolinguistic capital play a part in reproducing social structures.

3. Strategies for Effective English Language Teaching

Tasmania is a society that experiences change on a daily basis due to alteration in social structure, policy, and increased access of global knowledge and due to the significant growth in markets like tourism, education, and services which have driven the community to recognize English as a critical communication tool for adaptation to the new life in terms of new prospects and opportunities. English is also a necessity for those who plan to travel, study in other countries or work in the Tasmanian society and overseas. English language proficiency in these contexts is not just about learning the language. It is also a symbol of identity and a form of struggle and aspiration especially for Tasmanians, a shared reality of multilingual practices that goes back to the very history of the state. In the current global society, the use of English is ubiquitously typical, from both young and old, transmitted to children, expressed depending on the need of the situation of the institution, in both private and public spheres.

1.1 Rationale for Research

Despite the increasing attention to and expenditure on English language teaching in Hobart, the majority of English language learners (ELLs) do not show the desired improvement in their language skills and often fail to succeed in communication and academic achievement. This is not an isolated problem that only happens in Hobart and surrounding areas. Many competent researchers have reported low outcomes as a result of uncomprehensive curricula, insufficient input, ambiguous objectives, and narrowly focused assessments. It is necessary, therefore, to further investigate the factors responsible for such low EFL achievements and their probable solutions, and to capture what is significant while obtaining success in teaching EFL.

Part I: Effective English Language Teaching

4. Role of Technology in English Language Education

We have the current status in online learning experience in Korea demonstrated that the delivery through a real-time platform was effective in making learners concentrate more and produce greater motivation to contribute to their own learning. The combination of the LMS (Learning Management System) and SNS (Social Network System) can also increase student engagement, because as many respondents shared, SNS encouraged them to frequently check the information that the instructor had shared during lecture time. They considered this application allowed them to more easily access the lecture notes, uploaded PowerPoint slides, course materials, video files, and other resources following every lecture time. However, creating sustained involvement through digital platforms can still be a challenge. Providing additional opportunities to repeatedly boost contribution such as question-and-answer, discussion and group consultation was expected to create a concept for deep reflection and to materialize action-oriented learning.

The use of digital technology has great potential to engage people in learning. Many Korean ESL learners have high positive attitudes towards their studies through a variety of digital platforms. While preparing English language education, incorporating proper digital platforms in the current curriculum seems to be crucial to be competitive in the changing EFL/ESL field. Therefore, if students were familiar with technology before they came to our university, we did not have to sequentially teach how to properly contribute on particular digital platforms and simply focus on the current module during the delivery.

5. Future of English Language Education in Hobart

Language education professionals in Tasmania should place more emphasis on different language use across a wide range of situations, dialogues in particular. Since language, together with culture as “a complex whole”, needs to be formed and exercised in a life environment of “the interaction between the individual and the social structure”, dialogues should be taken as an important teaching and learning way so that overseas students’ language proficiency can be promoted. Class or tutorial dialogues between teachers and students, together with group discussions among students themselves, should be part and parcel of language education activities. Case studies and problem-solving strategies can also be taken as useful ways of teaching and learning. Namely, active participation from overseas students is highlighted in class or tutorial activities. When English is used for discussing case studies and solving problems, not only are students’ language skills improved, they are given some opportunities to gain insights into and background knowledge of various subject matters. As a result, such effort brings double effects: language competence as well as in-depth comprehension.

The ever-growing number of overseas students in Tasmania creates endless demands for language education at different levels. In order to meet such demands, considerable efforts should be directed toward the exploration of appropriate language acquisition approaches, course development, teacher education, as well as the administration of language centres. The establishment of close collaboration among different academic institutions and language service groups is also essential. Just as Pearl Versfeld pointed out, in order to facilitate the language acquisition of international students, “it is essential, not only that their language needs be met in creative, expeditious and socially sensitive ways, but also that recommendation for meeting these needs should be grounded on a comprehensive understanding of the communication strategies that such students have at their disposal”.

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