Student Resources Some Students Are So Motivated to Learn English That They Want More Practice Than They Get in a Classroom
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Linguistics 101 African American English AAE - Basics
Linguistics 101 African American English AAE - Basics • AAE = AAVE (African American Vernacular English) • AAE is a dialect continuum • ranges from Standard American English spoken with a AAE accent to the Gullah creole like that spoken off the coast of Georgia. • AAE is neither spoken by all African Americans, nor is it spoken by only African Americans. • Most speakers of AAE are bidialectal. AAE - Basics • Why focus on AAE? 1. Case study for the relation between a society and language. 2. Many misconceptions exist, more so than with other dialects. AAE - Misconceptions • Common misconceptions: • AAE is just slang • AAE is bad English • AAE is illogical • ... • There is no scientific basis for the above misconception. • Like Standard American English (SAE), AAE has: • a grammar • a lexicon • social rules of use AAE - Misconceptions • Reasons for misconceptions • confusing ‘prestige’ with ‘correctness’ • lack of linguistic background, understanding of languages and dialects • perception of group using language variety • perception of various races, ethnicities, religions • perception of people from various regions • perception of people of various socioeconomic statuses • etc. Characteristics of AAE AAE - Characteristics • AAE differs systematically from Mainstream American English (MAE). • Characteristics of AAE which differ from MAE regularly occur in other dialects/languages. • Not all varieties of AAE exhibit all of the aspects discussed below. • Only characteristics of AAE which differ from MAE are presented below. AAE - Phonology • R-Deletion • /ɹ/ is deleted unless before a vowel • e.g. ‘sore’ = ‘saw’; ‘poor’ = ‘Poe’ • also common in New York, Boston, England • L-Deletion • e.g. ‘toll’ = ‘toe’, ‘all’ = ‘awe’ • also happens in Delaware! • ‘folder’ => ‘foder’ AAE - Phonology • Consonant cluster reduction • e.g. -
Simplified Technical English Language
When one size does not fit all, we customise training to meet your needs. Simplified Technical English On-site STE Training Post-training Support Frequently Asked Online STE Training Getting Started Questions All Rights Reserved. Copyright © Shufrans TechDocs Training On - site On-site ASD-STE100 training workshop This training workshop offers the most tailored type of training designed to meet your exact needs. Our trainers will deliver STE training at your preferred on-site location. With Shufrans’ Training customised training workshop, there will be plenty of opportunities to ask questions, seek Online clarification and receive personalised STE coaching. 1. Training overview • 2 to 3 days of highly personalised and extensive classroom training, followed by Post workshop-style interaction Support - • Recommended class size: 5 – 15 participants training • This course is designed to meet your company’s specific requirements. Our STE trainer will also address some of the commonly encountered questions when technical authors begin writing in STE: How to implement STE while complying with your industry’s regulations? o Started Getting o Using STE to meet your project deliverables and long-term business goals o How to optimise technical documentation workflow to fully benefit from STE? o Which STE checker software suits you best? • Practical discussions and activities based on your own content and documentation FAQ All Rights Reserved. Copyright © Shufrans TechDocs Training On - site o Rewriting workshop sessions let participants convert existing text to Simplified Technical English. o Participants can compare, analyse, and discuss suitable technical writing solutions to reinforce learning. Training Online o All sessions are moderated by an expert STE trainer. -
TEACHING PHONICS to ELEMENTARY SCHOOL STUDENTS in CHINA Approved: Date: __May 9Th 2019___Paper Advisor
TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Approved: Date: __May 9th 2019____________ Paper Advisor TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA A Seminar Paper Presented to The Graduate Faculty University of Wisconsin-Platteville In Partial Fulfillment Of the Requirement for the Degree Master of Science in Education English Education By Feijun Wang 2019 ACKNOWLEDGMENTS First and foremost, I would like to show my deepest gratitude to my supervisor, Dr. Wonim Son, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of this paper. Without her enlightening and insightful instruction, impressive kindness and patience, I could not have completed my paper. Her keen and vigorous academic observation enlightens me not only in this paper but also in my future study. I would also like to thank all my teachers who have helped me to develop the fundamental and essential academic competence. Last but not least, I want to sincerely thank all my friends, especially my two lovely classmates, for their encouragement and support. iii Abstract TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Feijun Wang Under the Supervision of Dr. Wonim Son. School of Education Although phonics is a hot topic in the elementary English education circles of China, it is the traditional spelling method that is used in most elementary English classes. This paper, by comparing phonics method with International phonetic alphabets method as well as traditional method, aims to prove that the former is more advantageous to English teaching in elementary schools. By conducting literature review on phonetic alphabet teaching method and traditional teaching method in China, as well as review on phonics method in western countries, this paper proves the feasibility and effectiveness of phonics method in English class of Chinese elementary school. -
Tech up Your Citizenship Class!
Tech Up Your Citizenship Class! Jennifer Gagliardi [email protected] presentation & notes are available at https://goo.gl/Mb8dhq USCIS.gov N-400 Form, Check Make an Infopass instructions, Case Status Appointment address & fees TIP 1: Get to know USCIS.gov: Emma USCIS.gov/es Recursos para la naturalización USCIS Español Recursos USCIS Español @uscis_es para la naturalización *uscitizenpod: Recursos de Ciudadanía en Español TIP 2: ILRC N-400 Annotated Version & Other Languages Annotated N-400 N-400 Korean Translation N-400 Haitian Translation N-400 Portuguese Translation N-400 Spanish Translation N-400 Vietnamese Translation N-400 Chinese Translation N-400 Arabic Translation N-400 Khmer Translation USCIS Social Media Apps USCIS on *Twitter USCIS on *100 Civics Facebook Moments Instagram Questions Tip 3a: Follow #newUScitizens Tip 3b: June is Immigrant Heritage Month: Follow #IAmAnImmigrant and #IStandWithImmigrants USCIS for Teachers, Volunteers, Librarians, Museums, and Organizations Teacher Lesson Plans Curriculum Tip Sheets and Resources and Development/ Idea Boards Training Instructional Materials Tip 4a: MUST READ! • Adult Citizenship Education Sample Curriculum for a Low Beginning ESL Level Course (link) • The Professional Development Guide for Adult Citizenship Educators (link) • Guide to the Adult Citizenship Education Content Standards and Foundation Skills (link) • Adaptable Teaching Tools (link) • Understanding Key Concepts Found in Form N-400: A Guide for Adult Citizenship Teachers (link) • TIPSHEET: Tips for Teaching Vocabulary -
An Analysis of Phonics Teaching in Mainland China
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 8, No. 2, pp. 286-290, March 2017 DOI: http://dx.doi.org/10.17507/jltr.0802.09 An Analysis of Phonics Teaching in Mainland China Min Cao School of Foreign Language Studies, Henan Polytechnic University, Jiaozuo, Henan, China; School of Languages, University of Portsmouth, UK Abstract—This article tries to analyze the present status of phonics teaching in Mainland China by using documentary research method through sorting out all the essays about phonics teaching in CNKI (China National Knowledge Infrastructure) according to their research contents and research methods. The data collected shows that Phonics, Pinyin and IPA are mainly discussed topics, especially different roles of them in English teaching. Unfortunately, misconceptions about phonics do appear in some of those essays collected, while localization of phonics is emerging. This paper seems to shed light on a general overview of English phonics teaching in Mainland China for English teachers and researchers and cope up with the difficult points and conflicts to provide improvement for phonics teaching. Index Terms—phonics teaching, international phonetic alphabet, Chinese Pinyin I. INTRODUCTION It is widely believed that English is a global language in a world of modern communications. As Chinese people are hungry for learning English, the Ministry of Education (2001) claimed English as a required course at grade three in primary school ever since the autumn of 2001, and suggested some well-equipped primary schools could start English class as early as grade one. Because of the national movement of English learning, the number of Chinese people who are learning English have reached more than 300 million, according to the Ministry of Education (2006). -
Kindergarten Students Acquire Basic English Literacy Through Letterland: a Case Study
Kindergarten Students Acquire Basic English Literacy Through Letterland: A Case Study Joice Ellen Limbong Coordinator of Kindergarten Teachers Mentari Intercultural School – Grand Surya, West Jakarta ABSTRACT This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching- learning process. Keyword – Letterland, Basic English Literacy, Kindergarten INTRODUCTION Literacy has a broad concept; to many people, it is simply the ability to read and write a text. Therefore, students are usually expected by their teachers to comprehend reading texts. Students are expected to be smart readers who are able to effectively comprehend the text. (Katemba C. & Samuel 2017). This is a key issue (Poulson et.al. -
Jelt Jan-Feb 2020
RNI No. 8469/1965 JOURNAL OF ENGLISH LANGUAGE TEACHING, English Bimonthly Journal of English Language Teaching (JELT) is the official organ of the English Language Teachers’ Association of India. It is a bimonthly, which offers a forum for teachers and researchers to voice their views on the teaching of English language and literature. EDITORIAL BOARD Dr. P. N. Ramani Dr. S. Rajagopalan Dr. Sanjay Arora Dr. K. Elango Dr. Albert P. Rayan Dr. C. A. Lal Dr. S. Mohanraj Dr. Muralikrishnan Dr. Xavier Pradheep Singh Dr. Revathi Viswanathan Dr. A. Zulaikha Shakeel Dr. Jaya Balasubramanian Dr. Alisha Ibkar Dr. K. V. Madhavi Dr. Shaila Mahan ELT@I English Language Teachers’ Association of India (ELTAI) ru 16/20, Sowrashtra Nagar, II Street, Choolaimedu Chennai - 600 094. A fo E-mail: [email protected] Web: www.eltai.in A forum for professional development Ph: 044 - 26172789 Printed and Published by Dr. K. Elango on behalf of the Society Vol. 62/1 January - February 2020 for the Promotion of Education in India. Printed at SRI AIYNAR PRINTERS, New No. 10, Sowrashtra Nagar, II Street, Rs. 15/- Choolaimedu, Chennai-600 094. ISSN 0973-5208 Journal of English Language Teaching Recommended by the Director of School Education ( Proceedings D Dis No. 75301/76 dt 21 March 1979) Office-Bearers and the Director of Collegiate Education ( RC No. 11059 / J3 / 2000 dt 28 February 2000 ) ELTAI PRESIDENTS PRESENT OFFICE-BEARERS The English Language Teachers’ Association The views expressed in the articles published Prof. R. Krishnamurthy (Aug. 1974 – Oct. 1985) Patron - Dr. S. Rajagopalan President - Dr. -
Hello English Efficacy Study
Hello English Efficacy Study FINAL REPORT RESEARCH TEAM ROUMEN VESSELINOV1,2, PhD Economics Department Queens College, City University of New York [email protected] JOHN GREGO, PhD Statistics Department University of South Carolina [email protected] March 2017 1 Corresponding author. 2 This report represents the individual opinion of the authors and not necessarily of the two institutions. EXECUTIVE SUMMARY The Hello English (HE) efficacy study was independently conducted by the Research Team from September, 2016 to January, 2017. The study was based on a random representative sample of 97 students in India from grades 8 to 12 from three schools: one government and two private schools. The research goal for this study was to test whether the introduction of HE as an additional tool for learning English as a foreign language would significantly improve students’ language skills compared to their classmates who did not use the new tool. The students were randomly assigned to two groups: the HE group, which was given access to the HE app in addition to the regular school instruction and the Control group, which continued with their regular school classes with no access to the app. The participants took one English oral proficiency test in the beginning of the study, and the same test at the end of the study. The improvement in language abilities was measured as the difference in levels between the final and the initial language tests. MAIN RESULTS HE English Language Oral Proficiency Gain: Overall, 73% of the HE students improved their language proficiency by at least one level compared to 42% of the Control group. -
Jessica Savitch IMIA President [email protected]
Please Share the IMIA eNews with Your Colleagues! Letter from the President Dear Members, National Certification Our involvement on the IMIA initiatives is critical for their success. I Newly Credentialed Interpreters would like to invite members and non-members alike to take the IMIA Language Rights Corner Accreditation Survey; five minutes of your time will make a substantial difference in the program. Please join in and have a voice! Healthcare Disparities As you know, the 7th Annual National Medical Interpreter Certification Language Technology Open Forum will take place in Portland, Oregon on May 3, 2013. A Interpreter Ethics fantastic program has been put together by the organizing committee. As many as seventy languages will be represented. Interpreters, ISP Division Corner language access advocates and stakeholders will get together to discuss IMIA News the improvement of language access for patients through National Certification. I would like to thank Dr. David Cardona, Coordinator of the IMIA Leadership Grows Health Care Interpreter Program at the Oregon Health Authority, Office of Equity and Inclusion for the State of Oregon for his continuous support during the planning stages of the Forum and for his US Interpreting dedication to National Certification. Following the Forum, the IMIA is very proud to honor the first International Interpreting graduating class of the Language Access Leadership Academy, congratulations to our first group of leadership students! A special thanks to Ira Sengupta and Izabel Arocha for the work done to make Minority Languages the Leadership Academy a success. Last but not least, on Saturday and Sunday, we will offer the Sign Language IMIA Boot Camps. -
Statistical Analyses in Language Usage
Statistical Analyses in Language Usage Leonardo Carneiro de Ara´ujo Orientador: Hani Camille Yehia Trabalho apresentado ao Programa de ao Pro- grama de P´os-gradua¸c~aoem Engenharia El´etrica da Escola de Engenharia da Universidade Fed- eral de Minas Gerais, como requisito parcial para obten¸c~aodo grau de Doutor em Engenharia El´etrica. Outubro 2013 Programa de P´os-Gradua¸c~aoem Engenharia El´etrica Universidade Federal de Minas Gerais Abstract Language has a fundamental social function, it is a widely used mean of communication, dynamic, robust and still so simple; a specific human capacity, capable of carrying our thoughts and maybe the only feature that make us humans fundamentally different from other species, and still so vaguely understood. Approximately from 3000 to 7000 lan- guages are spoken nowadays, all of them hold remarkable distinctions one from another, but still have much in common. Recent research on cognitive sciences has concluded that patterns of use strongly affect how language is perceived, acquired, used and changes over time. It is argued that languages are self-organizing systems, and that language usage creates and shapes what languages are. The linguistic competence of a speaker is attributed to self-organization phenomena, but not to a nativist hypothesis. The purpose of this work is to analyze languages under a statistical point of view. In order to study language as a complex system, we will use a quantitative approach, we will develop a systematic empirical investigation of phenomena via statistical, mathematical and com- putational techniques. This approach is important to develop and employ mathematical models, theories and hypotheses pertaining the phenomena. -
List of ESL Resources
Free Online Language Learning Duolingo * For more information and resources International www.duolingo.com please visit our website: Free online language learning lessons www.novilibrary.org Each lesson is composed of translation, and click the International & ESL Tab listening, matching, and speaking Language exercises. An app is also available from The app store. Word2Word Language Resources Resources word2word.com Free online language learning courses, dictionaries, translation services, language chat sites, and language learning on YouTube in more than 100 languages. Mango Languages www.novilibrary.org Just sign in with your Novi Library Card and learn English, French, Spanish, Japanese, German, Greek, Italian, Russian, Mandarin Chinese, Brazilian Portuguese and more. Pronunciator www.novilibrary.org A fun and free way to learn over 100 languages with personalized courses that include study guides, audio lessons, video phrases, movies, music and more. This database includes ESL, citizenship, and travel courses. Learn online, either on your 45255 W. Ten Mile Road desktop computer or mobile device! Novi, MI 48375 248-349-0720 x7287 www.novilibrary.org [email protected] 9/2019 SOL International Language International Language Periodicals International Language Book Collection The Novi Public Library currently Conversation Groups subscribes to the following international The Adult International Language language magazines and newspapers: The Novi Public Library currently facilitates Collection consists of fiction, nonfiction, seven international language conversation groups: English, French, and biographical titles in: Arabic, German, Japanese, Korean, and Spanish. Bengali, Chinese (Simplified & Adults and teens interested in learning Traditional), French, German, Gujarati, Hindi, Japanese, Korean, and practicing these languages are Marathi, Punjabi, Portuguese (Brazilian), invited to a free meet-up once a month Russian, Spanish, Tamil, and Telugu. -
SIGCHI Conference Proceedings Format
Social Situational Language Learning through an Online 3D Game Gabriel Culbertson1, Shiyu Wang2, Malte Jung1, and Erik Andersen2 1Department of Information Science, 2Department of Computer Science, Cornell University fgrc74, sw673, mfj28, ela63 [email protected] ABSTRACT proper context for learning to take place” [29]:14. A situ- Learning a second language is challenging. Becoming flu- ated approach also emphasizes the practices involved in be- ent requires learning contextual information about how lan- coming skillful. Through his studies of Icelandic fishing prac- guage should be used as well as word meanings and gram- tices Gisli Palsson explains the advantages of conceptualizing mar. The majority of existing language learning applica- learning as active engagement with one’s environment: tions provide only thin context around content. In this pa- “Becoming skillful means to attend to the task at hand, ac- per, we present work in Crystallize, a language learning game tively engaged with a social and natural environment. This that combines traditional learning approaches with a situated suggests a notion of enskilment that emphasizes immersion in learning paradigm by integrating a spaced-repetition system the practical world, being caught up in the incessant flow of within a language learning roleplaying game. To facilitate everyday life, and not simply, as many cognitive studies have long-term engagement with the game, we added a new quest assumed, the mechanistic internalization and application of paradigm, “jobs,” that allow a small amount of design effort a mental script, a stock of knowledge or a ‘cultural model’, to generate a large set of highly-scaffolded tasks that grow ‘what one needs to know in order to behave as a functioning iteratively.