Teaching Unplugged: the Revitalization of Elt?
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Innovative Language Pedagogy Report
Innovative language pedagogy report Edited by Tita Beaven and Fernando Rosell-Aguilar Published by Research-publishing.net, a not-for-profit association Contact: [email protected] © 2021 by Editors (collective work) © 2021 by Authors (individual work) Innovative language pedagogy report Edited by Tita Beaven and Fernando Rosell-Aguilar Publication date: 2021/03/22 Rights: the whole volume is published under the Attribution-NonCommercial-NoDerivatives International (CC BY-NC-ND) licence; individual articles may have a different licence. Under the CC BY-NC-ND licence, the volume is freely available online (https://doi.org/10.14705/rpnet.2021.50.9782490057863) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Disclaimer: Research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before, or that it was not under consideration for publication elsewhere. While the information in this book is believed to be true and accurate on the date of its going to press, neither the editorial team nor the publisher can accept any legal responsibility for any errors or omissions. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. While Research-publishing.net is committed to publishing works of integrity, the words are the authors’ alone. Trademark notice: product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. -
Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition
www.sciedu.ca/ijhe International Journal of Higher Education Vol. 2, No. 1; 2013 Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition Salwa Al-Darwish1 1 Public Authority for Applied Education & Training, College of Basic Education, Al Safat PO Box 276 Kuwait 13003 Correspondence: Salwa Al-Darwish, Public Authority for Applied Education & Training, College of Basic Education, Al Safat PO Box 276 Kuwait 13003. Tel: 965-9901-3946 Fax: 965-2562-1213 E-mail: [email protected] Received: November 29, 2012 Accepted: December 19, 2012 Online Published: January 7, 2013 doi:10.5430/ijhe.v2n1p44 URL: http://dx.doi.org/10.5430/ijhe.v2n1p44 Abstract This study examines the perceptions of the Kuwaiti kindergarten school teachers and parents as well as the English curriculum in an attempt to identify areas that need to be improved in the kindergarten teachers’ program at the CBE (College of Basic Education). In addition, the paper looks closely into the delivery of information and sequence of interaction in relation to the learning process of English as a foreign language in kindergarten stage in Kuwait. The participants were 12 kindergarten teachers who speak Arabic as their first language and have no experience or knowledge in teaching or speaking the target language, English. The data was collected through the school year 2010/2011 by using observation, interviews and artifacts. The present study implication is that the kindergarten teacher who is teaching the English language without any educational training needs to know English language curriculum, real communication skills and innovation in the classroom, and be competent in teaching English language to kindergarten students. -
DOGME ELT: a Method for Enhancing Conversational Communication Among Engineering Students
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 7, Ver. V (July. 2014), PP 33-35 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOGME ELT: A Method for Enhancing Conversational Communication among Engineering Students Poornima Sasidharan R Department of English, Jerusalem College of Engineering, Chennai, India Abstract: The paper proposes to find solutions for the lack of oral communication skills among the students of engineering colleges in Chennai through Dogme ELT. Many students come from rural areas and would not have had the chance of learning English language until they reach high school. Little exposure to the language creates great hindrance when they communicate. It prevents them from understanding even their core subjects in engineering. So, they need much assistance in day to day communication as well as understanding their subject. Though English is a part of the curriculum for the first year non-semester, it does little to help the development of oral communication in anyway. There, English is confined to the status of any other subject that is needed to be passed through. Even though language labs are introduced as a part of curriculum, its design of the topics have no relevance with what the students need for communication. Thus there is a wide disparage between what is essential for the enhancement of the speaking skills of the students and what is provided. Lack of proficiency in English language may cause anxiety for them when they have to communicate with others. Keywords: Communication, Dogme, ELT, English, Learning, Skills, Speaking I. -
Best Practices for Using Technology with Multilingual Families Toolkit
Best Practices for Using Technology with Multilingual Families Toolkit 2020 BEST PRACTICES FOR USING TECHNOLOGY WITH MULTILINGUAL FAMILIES TOOLKIT 2020 Gayle Pauley Assistant Superintendent of Special Programs and Federal Accountability Prepared by: Alyssa Ibañez, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6172 Guadalupe “Lupe” Ledesma, Migrant Education Program Supervisor [email protected] | 360-725-4464 Shannon Martin, Bilingual Education Program Supervisor [email protected] | 360-725-4476 Penélope Mena, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6069 Minerva Pardo, West Valley Yakima School District Family Engagement Coordinator [email protected] | 509-972-5547 Sylvia Reyna, Migrant Education Program Supervisor [email protected] | 360-725-4474 Page | 2 TABLE OF CONTENTS Introduction ......................................................................................................................................................................... 4 Notes ...................................................................................................................................................................................... 5 The Multilingual Adult Learner ..................................................................................................................................... 6 Knowles’ Six Key Characteristics of Adult Learners .............................................................................................. -
Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit: “The Role of Pronunciation in Secondary-School TEFL: Current Views and an Evaluation of Teaching Materials” Verfasser: Thomas Hasenberger angestrebter akademischer Grad: Magister der Philosophie (Mag. phil.) Wien, 2012 Studienkennzahl lt. Studienblatt: A 190 344 333 Studienrichtung lt. Studienblatt: Lehramtsstudium UF Englisch UF Deutsch Betreuerin: Ao. Univ.-Prof. Mag. Dr. Ute Smit Acknowledgements First, I would like to thank my supervisor Prof Ute Smit for her support and all the constructive recommendations and suggestions she provided during the writing process. The research work and analyses presented in this thesis would certainly not have been possible without her guidance and enthusiastic encouragement. Moreover, I owe all my former teachers, some of whom are now my colleagues, my gratitude for everything I have learnt from them and for what they have done for me. In particular, I would like to mention Elke Amon, Ursula Bucher, Viktoria Fürhacker, Waltraud Haschke, Christian Pribitzer, Astrid Schernhammer, Alma Semmler and Eva Zillinger, whose dedication and professionalism I have always admired. I also wish to thank my English colleagues, especially Anisa Cogram, Sue Saunders and Simon Richter, and my former students in Kent for the linguistic and cultural insights I gained while working as a Foreign Language Assistant, which formed the basis for this thesis. Furthermore, I am indebted to my friends and colleagues at school as well as at the Austrian and British Red Cross, who have frequently challenged and enriched my ideas. Above all, I would like to express my heartfelt thanks to my parents for always supporting me in my plans and enabling me to study at university. -
ESL And/Or Bilingual Education
Endorsement or Approval in ESL and/or Bilingual Education Are you a committed licensed teacher who is excited about making the educational landscape more inclusive for English language learners? Earn an approval or endorsement in ESL and/or Bilingual Education at Dominican University. Our country’s learning communities are increasingly diverse, and more and more districts are requiring teachers to obtain this endorsement. Dominican offers a convenient and affordable route to earning this high-demand endorsement and/or approval. Many districts have an immediate need for educators with these credentials. If you have a valid Learning Behavior Specialist (LBS) I endorsement on your current educator license, you are eligible to complete an English as a Second Language or Bilingual approval. The difference between the approval (9 semester hours) and the endorsement (18 semester hours) is that the approval allows individuals with an LBS I endorsement the ability to work with English language learners who hold an Individualized Education Plan (IEP); whereas, the full endorsement applies to the full age range that you are endorsed to teach. Upon completion of the endorsement, you will have the option to take additional coursework and earn a Master of Arts in Education degree. Our Program was Designed with Busy Our Faculty Is Here for You Educators in Mind • You will receive mentorship throughout the program • Courses are completed online in 7.5-week sessions. from a faculty advisor. • Individual courses are implemented asynchronously: you • Courses are taught by experienced experts in the ESL/ don’t need to be logged into the computer at a set time Bilingual field. -
Diversifying Language Educators and Learners by Uju Anya and L
Powerful Voices Diversifying Language Educators and Learners By Uju Anya and L. J. Randolph, Jr. EDITOR’S NOTE: Want to discuss this topic further? Log on and head over to The Language Educator Magazine In this issue we present articles on the Focus Topic group in the ACTFL Online Community “Diversifying Language Educators and Learners.” The (community.actfl.org). submissions for this issue were blind reviewed by three education experts, in addition to staff from The Language Educator and ACTFL. We thank Uju Anya, Assistant Professor of Second Language Learning and Research Affiliate with the Center for the Study of Higher Education at The Pennsylvania State University College of Education, University Park, PA, and L. J. Randolph Jr., Associate Chair of the Department of World Languages and Cultures Along with not limiting the definition of diversity to a single and Associate Professor of Spanish and Education at the meaning, we also resist defining it as the mere presence of University of North Carolina Wilmington, for writing an individuals with diverse backgrounds, experiences, and identi- introduction to this important topic. ties. Such an approach amounts to little more than tokenism, because it focuses on counting people from different social categories without much thought to their inclusion, impact, interactions, and contributions. Instead, we think of diversity he word “diversity” is both necessary and challenging. It is in terms of equitable, meaningful representation and participa- necessary, because to ignore diversity is to reinforce legacies tion. This notion of diversity, as described by Fosslien and West T of inequity and exclusion upon which our educational insti- Duffy (2019), is the difference between saying that everyone tutions were built. -
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language Elena Markina ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. -
A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan
International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-5, Sep – Oct 2019 https://dx.doi.org/10.22161/ijels.45.58 ISSN: 2456-7620 Methodologies and Approaches in ELT: A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan Uttara University, Bangladesh Abstract— The recurring quest for the best way to teach foreign language leads the language teachers, the researchers and more importantly the applied linguists to introduce new approaches or methods to attain their goals. They often ask what is the most effective method or approach among the existing ones and then they try to launch a new one which is thought to be better than the preceding ones. The study aims to examine the existing methods implemented to teach foreign language and to reach to a proposition that there are some methods or approaches worth implementing in foreign language classrooms. Even when the “best” out of the methods or approaches tends to be inconvenient or impractical for our own teaching situations, I propose pragmatic eclecticism to be applied in teaching foreign language. This article also aims to evaluate the effectiveness of the methods or approaches by keeping some certain aims and objectives in mind. I will try to show that some methods or approaches meet these aims or objectives which can help learners achieve the targeted goal whereas the other methods or approaches fail to meet. In this regard, this article provides a critical assessment of the adopted methods and approaches in the field of English language teaching, and claims that we must use every useful element of the methods and approaches rather than obsession with one of them. -
Education for Adult English Language Learners in the United States
Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:08 AM CAL-002-V7.indd 2 03/2/2010 8:01:08 AM Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:10 AM This work is in the public domain and may be reprinted and distributed without permission. Printed in the United States of America Copyediting: Vickie Lewelling and Julia Bozzolo Design and layout: Frank Sheehan, based on original design by Pottman Design The preparation of this paper was supported with funding from the U.S. Department of Edu- cation (ED), Office of Vocational and Adult Education, under Contract No. ED-07-CO-0084. The opinions expressed in this paper do not necessarily reflect the positions or policies of ED. Suggested citation: Center for Applied Linguistics. (2010). Education for adult English language learners In the United States: Trends, research, and promising practices. Washington, DC: Author. Table of Contents Acknowledgments .............................................................................................................. V Executive Summary ........................................................................................................VII I. Overview ...................................................................................................................1 II. The Foreign-Born Population in the United States ..................................................3 -
Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. -
THE LANGUAGE TEACHER: 37.1 • January / February 2013 1 the Language Teacher » Foreword & Information
accent argot articulation brogue cant The communication conversation dialect diction Languagedictionary discourse doublespeak expression gibberish Teacher idiom <jalt-publications.org/tlt> interchange jargon lexicon lingua franca January / February 2013 Feature Articles . palaver parlance Volume 37, Number 1 3 Diane Hawley Nagatomo takes a look at the issues faced by housewives teaching in the cottage eikaiwa businesspatois ISSN 0289-7938 Melodie Cook investigates expatriatephraseology English teachers’ ¥950 9 perceptions of Japanese university entrance examinationsprose The Japan Association signal Readers’ Forum . for Language Teaching slang 15 Jonathon Brown discusses the role communicativesound language teaching plays in raising students’ motivationspeech THE JAPAN ASSOCIATION FOR LANGUAGE TEACHING 21 Matthew Sung interviews ELT expert Alan Waters 全 国 語 学 教 育 学 会 style 25 Marian Wang puts JALT members’ questions on The Comprehension Hypothesis Extended to Stephen Krashentalk terminology JALT2013 Learning is a My Share . tongue lifelong voyage utterance 29 Classroom ideas from Jane Lightburn, Michael Ernest, and Greggory Wroblewski verbalization October 25-28, 2013 vernacular Kobe International Conference Center & Book Review . vocabulary International Exhibition Hall vocalization <jalt.org/conference> 35 Andrew Philpott reviews Scraps voice word wording JALT Publications } GRASSROOTS Shirley Leane – Tottori University JALT Publications Board Chair Carol Begg Todd Jay Leonard – Fukuoka University of [email protected]