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In the context of English as a foreign language, listening and speaking skills are frequently discussed in isolation. In fact, to improve students' language mastery, the skills had better be taught in an integrated way. This research aimed to unveil activities for teaching oral skills that teachers implemented and discussed their challenges in the implementation. The data of this case study were obtained by observing three classes and interviewing three university teachers who taught integrated listening and speaking skills in an English language education department of a university in Indonesia. To analyze data gained from the interview, we used open, analytical, axial, and selective coding to identify the emerged themes using thematic analysis. Findings revealed that discussion, information gap, role play and simulation, and oral presentation were applied in the classrooms. The study also revealed that the challenges of applying the activities come not only from the students' side, such as their anxieties, low participation, and tendency to use their first language, but also from the teachers' part regarding their classroom management skills. Those findings implied that the success of oral skill instruction is achievable through various activities that involve students' listening and speaking skills at once.

Academic programs that focus on the histories, cultures, and contemporary issues of the peoples indigenous to North America, whether they are called American Indian studies, Native American studies, First Nations studies, or, for some as program ideologies evolve, indigenous studies, are not new pursuits. As Native studies continues to develop, administrators, faculties, staff, and students will face questions about theory and methodology and their practical applications. Perhaps inevitably, formulaic theorizing and concerns about methodology seem to evoke doctrinaire responses, compelling the discipline’s thinkers to codify the principles in their programs’ mission statements. Native studies has a continually growing body of critical literature recommending or implying how to theorize the discipline and develop methodological strategies. What this article will offer are ways to think about theory, method, and practice in Native studies from the perspective of the Certificate Program in Native American Indian Studies (CPNAIS) at the University of Massachusetts Amherst (UMass Amherst), a large public institution in the Northeast that draws from a regional population of Native undergraduates in contrast to private institutions like the Ivy League and “Little Ivy” schools, whose students largely come from western federally recognized tribes and whose programs emphasize western Native histories. From this vantage, the discussion will contextualize aspects of the philosophical and pedagogical challenges shared in general with Native studies programs anywhere but that are germane to the UMass Amherst effort. To set up this discussion compels some reference to struggles going on in the older interdisciplinary field of American studies. Similarities regarding theorizing American studies as well as questions about its viability to Native studies offer a useful comparison that cannot be fully covered here. But the coincidental timing of the younger Native studies facing similar structural and epistemological challenges long affecting the older discipline is too ironical to ignore.

Background: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. Method: An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Results: Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. Conclusion: The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up. [ABSTRACT FROM AUTHOR]