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Conclusion
Multilingual education is more than just an academic program; it is a vital tool
that equips individuals to thrive in and contribute to a global society. By fostering
bilingualism and intercultural competence, this educational approach enriches
individuals’ lives and enhances societal well
-being. As the world grows more
interconnected, the importance of multilingual education in promoting global
understanding and cooperation cannot be overstated. The future of global education
will increasingly depend on our ability integrate multiple languages and cultures
seamlessly into our learning environments.
References
1.Bennett, M. J. (2017). Development model of intercultural sensitivity. In Kim, Y.
(Ed.), International Encyclopedia of Intercultural Communication. Hoboken, NJ: John Wiley & Sons.
2. Bialystok E, Craik FI, Luk G. Bilingualism: Consequences for mind and brain. Trends in Cognitive
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4 .Byram, M. (1997). Model of Intercultural Communicative Competence (ICC) Müller
- Hartmann,
Andreas / Schocker-von Ditfurth; Marita (2007). Introduction to English Language Teaching.
Stuttgart:
Klett. https://euic.uic.es/pluginfile.php/1084399/mod_resource/content/1/byram_icc_model.pdf
5. Marian V, Spivey M. Bilingual and monolingual processing of competing lexical items. Applied
Psycholinguistics. 2003;24(2):173
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TEACHING ENGLISH LANGUAGE ARTS (ELA) IN ESL CLASSES:
INTEGRATING LITERATURE, POETRY, AND DRAMA FOR LANGUAGE
DEVELOPMENT
Urazmetova Aygerim,
Student
UzSWLU
Scientific supervisor: Satibaldiyev Erkinjon,
UzSWLU
Abstract
Language teaching is a complex and dynamic process that requires a lot of effort in lesson
planning with the integration of various innovative methods into the classroom. The pursuit of the
best approaches for teaching EFL has been the focus of English experts in recent years as these
elements continually evolve and shape literacy practices, positively affecting both the content and
instruction within the English language arts classroom. This article investigates the integration of
drama, poetry, and literature elements from English Language Arts (ELA) into EFL instruction for
elementary students. It explores how ELA integration can enhance students
’
communicative
competence, critical thinking, creativity, and expressive language use.
Keywords:
ELA, authentic materials, drama, poetry, literature, Personal Growth Model
Topical issues of language training
in the globalized world
351
Introduction
Language, our universal tool for communication is a phenomenon that
connects ideas, knowledge, and culture. The progress of humanity throughout history
has been closely tied to the way we communicate. English, as an international
language, plays an important role in this way by bringing people together and fostering
connections between nations. In the absence of effective language communication, the
current level of global interconnections and shared understanding would remain
unattainable. Therefore, English is not only as a practical means of communication but
also as a catalyst for cultural exchange and collaboration across nations (Kachru,
1985). Nowadays, English language training has become overspread, and main focus
is directed to improving four skills that are speaking, reading, writing and listening.
One way of integrating these four skills is Teaching English Language Arts
(ELA), which includes literature, drama, and poetry. In the domain of English
language teaching, the approach involves the integration of English Language Arts
(ELA) into ESL and EFL classes (Cummins, 2000).
Literature review
The historical trajectory of integrating literature into language teaching is rich
and complex. Schmitt and Rodgers (2002) note the longstanding use of British
Literature in non-English speaking countries which aimed to expose students to
different civilizations and cultures. However, dissenting voices, such as Topping
(1968), argued against the inclusion of literature due to its perceived complexity and
lack of connection with standard grammar. As a result, integration of the literature
has been disregarded for many years, and traditional methods outnumbered in
curriculum. Despite this, scholars like Widdowson (2014), Brumfit and Carter (1986),
and others have advocated for the integration of ELA into language teaching,
highlighting its potential for enhancing language learning outcomes.
Various theoretical frameworks and teaching models have been proposed to
guide the integration of ELA components into language instruction. Carter and Long
Topical issues of language training
in the globalized world
352
(1991) present the Cultural Model, Language Model, and Personal Growth Model,
providing valuable insights into different approaches to ELA integration. Additionally,
Maley (1989a) discusses the role of literature in promoting critical thinking and
empathy among language learners while Van (2016) offers practical strategies for
incorporating drama and role-playing activities into language classrooms,
enhancing students
’
communicative competence and confidence.
Poetry, often overlooked in language teaching, holds immense potential for
enhancing language proficiency and creativity. Despite historical misconceptions
about its effectiveness, researchers like Arthur (1968) and Khansir (2012) argue for its
inclusion
in
language
classrooms. Teaching
poetry not
only enriches students
’
vocabulary and literary language but also fosters their ability
to express themselves poetically, thus contributing to a deeper understanding of the
language. Similarly, drama is seen as a great tool for active communication, creativity,
and personal development. Through role-play, mime, simulation, scripted plays, and
improvisation, students not only practice language in meaningful contexts but
also develop essential life skills such as collaboration, problem-solving, and self-
confidence.
Methodology, discussions and findings
The study aimed to identify effective practices for integrating English
Language Arts (ELA) into EFL teaching, particularly focusing on the use of authentic
materials and their impact on elementary-level students. The experiment involved 16
students split equally between control and experimental groups, and the participants
were primarily in grades 5-7. Using quantitative research method,both groups
underwent the same pretest, with the experimental group exposed to
Roald Dahl
’
s
”
George
’
s Marvelous Medicine
”
while the control group received
traditional instruction. Activities such as reading aloud, crafting poetry, and role-
playing improved their confidence, expressive language use, and skimming skills.
While the control group also engaged with the material, their experience lacked
Topical issues of language training
in the globalized world
353
immersion in an authentic environment, resulting in less active participation. Main
findings are as follows:
Authentic language use
As the literary material is not tailored to the level of the student, it
elaborately combines the elements of authentic language usage, motivating students to
learn more useful vocabulary in everyday contexts. Compared to traditional classroom
settings, where artificial classroom situations remain, students can enjoy the original
material and discover new ideas, phrases, and word combinations that boost their
confidence in further settings.
Expressive language use
One of the models of Carter and Long (1991), the Personal Growth
Model which directs attention to the nuanced use of language within texts and specific
cultural contexts was applied. After each chapter, students discussed the main theme
and wrote their ideas on the actions of characters in the book, which later on showed
positive
outcomes
in
their
ability
to
express
ideas.
Exchanging
different perspectives, and debating over critical analysis of the plot enabled the
students to deliver thoughts expressively and think in the target language. As for the
creative side, as a group and individual task, students crafted poems with the help of
target vocabulary.
Understanding the main theme
Norton (2009) asserts that reading novels can facilitate the meaning-making
process of students. Even though students cannot understand some words in the
text which is inevitable in elementary classrooms, after reading more, they developed
skimming techniques and learned to grasp the main idea of the text.
Conclusion
The application of ELA components into language teaching offers a
comprehensive approach to language instruction, fostering language proficiency,
cultural understanding, and critical thinking skills. The inclusion of literature in ESL
and EFL classes goes beyond improving language skills; it becomes a tool for learners
Topical issues of language training
in the globalized world
354
to learn about diverse cultures, historical contexts, and varied perspectives. By drawing
on historical perspectives, theoretical frameworks, and practical insights, educators can
develop engaging and interactive methodologies that empower students to become
fluent and culturally competent communicators in English.
References
1.
Arthur, B. (1968). READING LITERATURE AND LFARNING A SECOND
LANGUAGE 1.
Language learning
,
18
(3‐4), 199
-210.
2.
Cummins, I. (2000).
Languages, power, and pedagogy: Bilingual children in the
crossfire
. Clevedon, England: Multilingual Matters.
3.
Brumfit, C. J. and Carter, R. A. (1986).
Literature and Language Teaching
. Oxford:
Oxford University Press.
4.
Khansir, A. A. (2012). Teaching poetry in the ELT classroom.
International review of
social sciences and humanities
,
3
(1), 241-245.
5.
Maley, A. (1989). Down from the Pedestal: Literature as Resource. In Literature and the
Learner: Methodological Approaches.
Cambridge: Modern English Publication
6.
Norton, B. (2009).
Meaning-making and language learning
. Multilingual Matters.
7.
Schmitt, N., & Rodgers, T. (2002). A review of recent research in second language
acquisition: Focus on English.
Language Teaching,
35(2), 101-120.
8.
Topping, D. M. (1968). Linguistics or literature: an approach to language. TESOL
Quarterly, 2 (2), 95-100.
9.
Widdowson, H. (1982). The Use of Literature. In M. Hines and W. Rutherford (ed.). On
TESOL 81.Washington, D.C.: TESOL
10.
Van, T. (2009). The relevance of literary analysis to teaching literature in the EFL
classroom.
English Teaching Forum 2-9 (3)
SIMULTANEOUS INTERPRETATION AS A MEANS OF DEVELOPING
SPEAKING SKILLS
Saidova Gulyora,
Senior teacher
UzSWLU
Urunbaeva Sharifa,
MA student
UzSWLU
Abstract
This article discusses simultaneous translation as a means of developing oral
communication skills. Simultaneous translation not only helps to overcome language barriers but
also serves as a powerful tool for developing oral communication skills. During simultaneous
translation, participants learn to quickly switch attention between two languages, which improves
multitasking and concentration. Additionally, simultaneous translation requires a deep
