Name: Yusril

Nim: 19320217
1. The benefit of studying the Native Speaker Fallacy is that we learn that regardless of the intent
of native speakers' errors, there are not enough Center teachers to meet the needs of teaching
English around the world. Therefore more than 80% of international ELT professionals are non-
native speakers. These are teachers who work in remote corners of the world in small village
classrooms, often meeting under trees on farms and fields away from the eyes of the professional
experts of the Center. These English teachers are village elders, parents, and pastors who may
have little English. However, it was this charismatic rural teacher who initiated the learning of
English for English learners. It is they who instill in the learner their own curiosity for language,
the ability to understand linguistic rules from observing actual usage, a metalinguistic awareness
of the systems behind language, and the ability to creatively negotiate meaning with speakers
and texts. This solid training on learner strategies is what ultimately makes students continue to
explore regional languages and English. It is through such language teaching practices that non-
native teachers in remote parts of the world manage to teach many of today's students
appropriate English—whatever the experts at the Center may dictate.
2. Since one of the objectives of EIL lessons is to facilitate intercultural communication, it is more
important to give students the opportunity to express their own identity, culture, communicating
politics and religion rather than simply learning the culture of the target language as facts and
knowledge. Therefore, there are some benefits that we can take from teaching an EIL, such as
teachers enabled to give students' local varieties of English, cultures, and cultural identities a
prominent role in learning English alongside the study of Standard English in class. Then this
integrative approach uses the knowledge of both teachers and students who are familiar with
their own culture, languages and resources, in their local communities. It can radically eliminate
the fear that many teachers feel when trying to convey the target culture with which they are not
familiar, as well as the fear and lack of motivation of students who often do not recognize the
relevance of materials to their daily lives.
3. Translanguanging is going beyond the boundaries of named languages such as English, Arabic,
Chinese, French, Spanish, or Russian, and making use of our entire linguistic repertoire, not one-
language-only or one-language-at-a-time. It also can be defined as going beyond the boundaries
between language and other meaning-making (semiotic) and thinking (cognitive) resources.
The benefits of translanguaging:
• Translanguaging can be used as an effective pedagogical strategy to maximize the use of the
student’s, and the teacher’s, linguistic, social, and cognitive resources in learning.
• Translanguaging brings out the multi-competence of all language learners and users (Cook
and Li Wei, 2016). By allowing and encouraging the students to use all their linguistic and other
resources in learning, their full potentials will be released. The students are not allowed to use
their mother tongue and the languages they already know. We should regard the students’ L1s
and other languages they may know as a useful resource for learning. And use that resource
positively. Every lesson in TESOL should be about English-in-multilingualism, not just English.
• Translanguaging also urge us to think critically of some of the issues relating to EMI (English
medium instruction) and CLIL (content-language-integrated-learning).
• By translanguaging, our brains translanguage when we are doing thinking and making
meaning. It is powerful and transformative when we are aware that what we do is enabling and
empowering our students. With this awareness, we can then begin to do it consciously,
purposefully, as an effective pedagogical tool for learning.