The increasing number of schools, academies, universities, and similar higher learning institutions which utilize English as their instructional language due to their establishing bilingual classes, international classes, joint programs, and double-degree programs requires that both instructors and students alike be able to use their academic English (subsequently AE) more than just general English or conversational English adequately for respectively teaching and learning purposes in their classes; this ability can also later be applied for daily communicative purposes should this need exist at all.
Trends in the Field
There abound a lot of institutions that train and teach General and Conversational English to students who don’t actually need it in their daily life as they don’t really come into contact with native speakers or foreigners to be able to use it. And, (un)interestingly, when they have to use this English more for their academic purposes with all due language functions in their classes, they can’t perform this well, either. By definition, this suggests that the on-going teaching and training of English by these institutions may constitute somewhat a failure.
Especially in the context of Indonesia where English is only a foreign language plus the fact that English today is much more a tool than a skill for a lot of people who need it for various purposes—specially with students and their future education in mind, the kind of English that is needed more now is AE. This is also highlighted by Horn (2011). This goes with all the relevant language functions to be taught and trained to the students who learn it. Other kinds of English that can be offered will be based on learners’ needs, this raising the concept of customized programs to be made available upon request.
Why NE—NASBAT English?
NE—NASBAT English is the specialist: It delivers what students at large really need: AE with all the due language functions that they need more to perform academically and that they will bring with them to their high and higher learning institutions later. This AE is also much more important because it trains students’ (critical) thinking, speech, character, attitude, and confidence—elements that are essential in today’s competitive world of business, jobs, idea transactions, debates, and diplomacy in general and that are lacking in Indonesia’s present (formal) education. NE—NASBAT English simultaneously offers other kinds of English or programs customized and suited to learners’ needs. These two constitute the strength of NE—NASBAT English in contributing to the betterment of English training and teaching service as also associated with the improvement of such other aspects as above.
Principles Held Dearly
In delivering its English training and teaching service, NE—NASBAT English holds dear the principles as follows: First, it believes in the training and teaching of both ’fixed expressions’ such as introducing self, initiating a conversation, excusing self, parting, complementing, etc. and ’creative language’ such as giving an opinion, disagreeing, reasoning, arguing, explaining, etc., this all based on students’ English subject, math and science (MaS) materials (this covered in CLIL), related current issues, or customized needs; second, it maintains that particularly in spoken English, intelligibility is above accuracy. Should problems of comprehension persist, then there prevail these functions of asking for repetition, asking for clarification, asking for voice volume adjustment and the like that can be resorted to.
The learning participants targeted by NE—NASBAT English are students at large of elementary schools up to universities. These learning institutions’ students are those who need AE more than simply general English. Everyone knows that they may stand every chance to enter high and later higher learning institutions inside or outside the country where AE is very likely to be used as an instructional language. The very same language can also still be used for daily communicative purposes. Other participants sought are those who need English as a tool for various purposes: employees needing English to communicate in their workplaces, teachers requiring English as an instructional language, young learners learning English for the first time, mothers wanting to speak English with their children at home, lecturers needing TOEFL(R)-taking skills, etc.
The learning materials that students are to learn will be based on their own English subject, MaS subject contents (this covered in CLIL), and related current materials so as to make sure that they learn what they need to learn in English. This will enable them to practice using various academic language functions talking about their own math and science subject materials and current topics, making them knowledgeable about their MaS subjects’ contents and current topics and able to talk about them. This will hopefully in turn improve their academic achievement at school too. As for the learning materials for other learners, they will also be based on the learners’ needs: teachers to learn English as an instructional English will have their learning materials based on English to be used as a medium of instruction; mothers wanting to learn English to speak with their children will have their materials on English to be used to speak with children; and lecturers requiring TOEFL(R) skills will have their materials on the skills to beat the TOEFL(R) test. These materials are respectively turned into some sort of a learning module compiled in a customized manner proudly bearing the NE—NASBAT English logo.
NE—NASBAT English provides instructors qualified to teach all programs that are offered. These instructors have a long experience in training and teaching English at various institutions and are graduates of reputable universities; NE—NASBAT English also offers a native-speaker instructor.
NE—NASBAT English provides a native-speaker instructor holding a TESOL certificate. This best proves his credibility and capability to teach English. In addition, he has broad knowledge of many things thanks to his rich experience in various fields such as construction, mining, and transportation all of which he can bring as an added value into his teaching.
The facilities that will support the teaching-learning process and its success such as a library, audio-video instrument, wi-fi or hot spot and the like will be supplied. In times of a pandemic, the teaching-learning process will be conducted online utilizing the Zoom app or others.
The teaching-learning methods that are adopted will be in and for the best interest of the students. The students or learners will be encouraged to practice various language functions in various class activities devised. Self-expression, discussion, presentation, simulation, debate and the like will be among the preferred methods to be utilized.
Assessment and Certification
Assessment of students or learners’ learning progress will be conducted on a regular basis following the portfolio assessment fashion. Certificates of program completion will be awarded to those who complete or pass the program.
Other aspects pertaining to the above and other services offered outside ‘Layanan‘ are rendered in details in the NE—NASBAT English profile and core curriculum obtainable upon request.
Contact Person for Inquiry of Franchise, Partnership, or Investment Purposes
Ferry Antoni HP/WA: 0852 952 67657, email: email@example.com.
NE—NASBAT English, Kompleks PPI, Blok G 2 No. 2, Padalarang, Bandung Barat, telp. (022) 681 0571, HP/WA: 0852 952 67657, email: firstname.lastname@example.org.
For Pangkalpinang, Bangka, contact Jl. Bukit Manggis No. 23, Kelurahan Taman Bunga, Bukit Merapin, Pangkalpinang, HP/WA: 0813 7362 1449, email: email@example.com.
Horn, B. (2011). The Future Is Now: Preparing a New Generation of CBI Teachers. English Teaching Forum. Volume 49 No. 3.