My Teaching Portfolio
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A Proposal for Mapping the Sfl Curriculum Onto the Cef
A PROPOSAL FOR MAPPING THE SFL CURRICULUM ONTO THE CEF This proposal has been prepared with reference to the following books / articles /documents: Common European Framework of Reference for Languages: Learning, teaching assessment; CUP; 2001 (CEF) Insights from the Common European Framework; OUP; 2004 (ICEF) SFL Curriculum Policy Document, May 2004 (SFL-CPD) The Common European Framework in teaching writing Relating Language Examinations to the CEF (DGIV/EDU/LANG 2003/10) Cambridge ESOL exams Language Teaching Methodology http://www.cal.org/ericcll/digest/rodgers.html English Teaching Forum Vol.39 No.4 DGIV/EDU/LANG (2005) 1 http://exchanges.state.gov/forum/vols/vol39/no4/p2.htm Trinity College Centre for Language and Communication Studies Web site http://www.tcd.ie/CLCS/portfolio/outline.html BACKGROUND TO THE CEF A summary of Keith Morrow‟s article (ICEF 2004: 3-11) The Council of Europe was presented with a challenge from the very start by the linguistic diversity of the continent. It was realized early on that the languages of Europe constitute an essential part of the European cultural heritage. Therefore, the Council has long seen the promotion of language teaching and learning as one of its major priority areas. The Council of Europe started work in language learning/teaching in the late 1950s with the specification of a basic grammar and vocabulary for French and an audiovisual course for adults learning French. Then in the 1970‟s, their work led to the development of the functional-notional syllabuses, the Threshold level, and then the birth of the communicative approach. The ideas behind these have been taken up and revised outside the context of their original development, but it was the Council of Europe that set the context. -
The Use of Songs in the English Language Teaching-Learning Process
1 ICDEL Journal, Vol.2, No.1 (2017) THE USE OF SONGS IN THE ENGLISH LANGUAGE TEACHING-LEARNING PROCESS The use of songs in the English Language Teaching-Learning Process of the 6th Level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas Carla A. Andrade Sánchez Pontificia Universidad Católica del Ecuador, Sede Esmeraldas Email for correspondence: caraleas [email protected] Receipt date: July 7th, 2016 Approval date: August 28th, 2016 How to cite this article (APA Norms) Andrade, C. (2017).The use of songs in the English Language Teaching-Learning Process of the 6th Level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas. International Congress on the Didactics of the English Language Journal, Vol.2, No.1. ISSN 2550-7036. Retrieved from http://revistas.pucese.edu.ec/ICDEL/index International Congress on the Didactics of the English Language Journal. ISSN 2550-7036. Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126 Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65 Email: [email protected]. http://revistas.pucese.edu.ec/ICDEL/index 2 ICDEL Journal, Vol.2, No.1 (2017) THE USE OF SONGS IN THE ENGLISH LANGUAGE TEACHING-LEARNING PROCESS Abstract In order to analyze how songs may contribute to the improvement of the English language teaching-learning process in the sixth level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas, a descriptive investigation was carried out by using the deduction and induction methods, the analysis and synthesis and the hermeneutic method; besides, some techniques such as observation and surveys were applied to a population of 30 students of the sixth level of Basic Education at “Francés” Private Educational Institution, whose ages varied from nine to ten years old; also, the participation of the English teacher of these students was required. -
“Use of Suggestopedia As an Innovative Strategy for Promoting Effective Reading Comprehension Abilities in English at the ESL Level” an Experimental Study
“Use of Suggestopedia as an Innovative Strategy for promoting Effective Reading Comprehension abilities in English at the ESL level” An Experimental Study *Kuncham Venkanna Senior Research Fellow in English, The English & Foreign Languages’ University, Hyderabad **Ann Glory P.S M.A. (English), M.Ed. Hyderabad India ABSTRACT The main aim of language learning and teaching, in the modern world, is helping learners to learn and improving the processes of learning. One of the techniques of language teaching, which is an outcome of the Communicative Language teaching (CLT), is Suggestopedia. The present article aims to find out the effectiveness of Suggestopedia as an innovative strategy for enhancing reading comprehension abilities and for promoting effective classroom practices in an ESL context. The article first lists out the major features of the strategy. It discusses the role of the strategy for effective language teaching in an ESL/EFL context. The article presents review of related literature such as concepts, theories and framework for the study in the next part of the article. This study first presents general reading comprehension abilities of ESL learners through a pre-test. Later, the paper lists out the impact of the strategy for enhancing reading comprehension abilities of ESL learners through an intervention. The results are analyzed, interpreted and discussed by employing appropriate statistical measures. Finally, the findings of the present study and suggestions for the further research are presented. KEY WORDS: Suggestopaedia, Reading comprehension abilities, classroom processes, and ESL context. www.ijellh.com 128 Introduction In the twenty first century, English in the ESL/EFL context has become a global language. -
Teaching English As a Foreign Language Routledge Education Books
Teaching English as a Foreign Language Routledge Education Books Advisory editor: John Eggleston Professor of Education University of Warwick Teaching English as a Foreign Language Second Edition Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas University of London Institute of Education London and New York First published 1978 by Routledge & Kegan Paul Ltd This edition published in the Taylor & Francis e-Library, 2003. Second edition published 1980 Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1978, 1980 Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas All rights reserved. No part of this book may be reprinted or reproduced or utlized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data Teaching English as a foreign language—(Routledge education books). 1. English Language—Study and teaching—Foreign students I. Broughton, Geoffrey 428’ .2’ 407 PE1128.A2 78–40161 ISBN 0-203-41254-0 Master e-book ISBN ISBN 0-203-72078-4 (Adobe eReader Format) ISBN 0-415-05882-1 (Print Edition) Contents Preface vii 1 English in the World Today 1 2 In the Classroom 12 3 Language and Communication 25 4 Basic Principles 37 5 Pronunciation 49 6 Listening and Speaking 65 7 Reading 89 8 Writing 116 9 Errors, Correction -
Theory and Practice in Language Studies
Theory and Practice in Language Studies ISSN 1799-2591 Volume 1, Number 5, May 2011 Contents REGULAR PAPERS Role of Consciousness in Second Language Acquisition 435 Abbas Pourhossein Gilakjani and Seyedeh Masoumeh Ahmadi Conceptual Structure and the Interpretation of Some Polysemous Verbs in a Few Specific Verses in 443 Holy Qura‟n: Jackendoff's Semantic Theory (1990) Atef Mustafa Jalabneh and May F. Al-Shaikli Effects of Teacher‟s Corrective Feedback on Accuracy in the Oral English of English-Majors College 454 Students Ruili Chu Exploring Metaphors in Vietnamese Prepositions and Adverbial Particles 460 Luu Trong Tuan A Reflection on Chinese “Chi”: From the Perspective of Cognitive Linguistics 466 Bin Wang and Fan Zhang Code Switching in the Lexical Corpora of Children 471 B. A. Mahalakshmi Prasad and Prema K. S. Rao A Comparative Study on English Translations of Culture-loaded Words in The Art of War 478 Hongman Li The Syntax of Sentential Negation in Jordanian Arabic 482 Islam M. Al-Momani Action Research of Young College English Teachers 497 Xiaoqian Duan and Suzhen Ren Arguing for the Use of Portfolio in L2 Classrooms 501 Mahmood Hashemian and Ghasemali Azadi Mechanisms Leading to Negative Transfer 507 Xiaorong Luo and Jian Gao Quantification and Graphic Representation of EFL Textbook Evaluation Results 511 Mohammad Reza Ghorbani Function-oriented Approaches in Commercial Advertisement Translation 521 Lu Wang and Guodong Zhao A Comparative Study of the Test Tasks and Target Use Tasks 525 Seyyed Ali Ostovar-Namaghi A Study of Professional -
ESL/EFL Teacher Training and Peripheral Social Contexts
Forum on Public Policy Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness Catherine A. Smith, Heidi E. Vellenga, Marian Parker and Norman L. Butler Catherine A. Smith, Assistant Professor, Troy University Heidi E. Vellenga, Dept. of English, PhD Candidate in Applied Linguistics. Northern Arizona University Marian Parker, Associate Professor, Dept. of Curriculum & Teaching, Troy University Norman L. Butler, Lecturer in English, Dept. of Foreign Languages, AGH University of Science and Technology Abstract This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: 1) increase program accessibility to individuals who might not otherwise pursue professional development and/or continuing education, and 2) enhance instructional effectiveness by including instructional topics and techniques which support novice and nonnative English teachers. Adjustments to admission practices, instruction practices, and long-term professional support allow the program to reach a greater population of teachers to serve the ever-increasing worldwide demand for English teachers. A website available prior to, during, and after instruction allows participants to continue research projects, learn about professional development opportunities, and participate in a virtual community of TESL/TEFL professionals, regardless of their current teaching placement environment. More practically-focused instruction which is delivered via both on-site instruction and DL (distance learning) technology results in more competent teachers completing TESL/TEFL programs. The more practically-focused instruction incorporates recent language research and language teaching innovations from applied linguistics, multicultural literature, conflict communication strategies, and educational leadership. -
Reviews Comptes Rendus
Reviews Comptes rendus METHODS THAT WORK: A SMORGASBORD OF IDEAS FOR THE LANGUAGE TEACHER John W. Oller, Jr. and Patricia A. Richard-Amato (Eds.), Rowley, Mass: Newbury House, 1983 It seems odd to observe that the field ofsecond language teaching is in something of a crisis in methodology when we consider the numbers of new methods texts that appear each year. Having, for the most part, left audiolingualism and a purely structure-based cognitive code methodol ogy behind to embrace a communicative approach, we are still searching for systematic ways to describe and embody communicative language teaching. The stress in the seventies laid on notions and functions has not left us much further ahead, for many programmes simply adopted a synthetic list of functions that replaced earlier lists of structures; this development did not necessarily entail a change in methodology. Conse quently, the publication ofa text called Methods That Work could well be the answer to our prayers, whether or not it intended to address a perceived crisis in methodology. Oller and Richard-Amato have presented, in Methods That Work, a valuable, stimulating and intentionally controversial collection ofover 30 papers that delivers what its subtitle promises: "a smorgasbord of ideas for the language teacher." This text displays an extraordinary breadth of programmes, methods, "orientations," and techniques that, in the edi tors' estimation, "work." The discussions range from methods like Cur ran's Counseling-Learning and Lozanov's suggestopedia, to orientations that stress an authoritarian role for the teacher or one focusing on social change (Freire) to techniques like Graham's jazz chants or Condon's treasure hunts. -
The Silent Way, Community Language Learning, Suggestopedia, Psychodrama
An Exploration Of Humanistic Methodologies Of Language Teaching: The Silent Way, Community Language Learning, Suggestopedia, Psychodrama Carmel Heah Lee Hsia Pusat Bahasa Universiti Malaya Introduction The purpose of this paper is to explore four unconventional methods of teaching languages: the Silent Way, Community Language Learning (eLL), Suggestopedia, Psychodrama or to give it its French name, 'Psychodramaturgie Linguistique.' They are often indiscriminately lumped together as 'fringe methodologies' and conveniently dismissed as 'gimmicky' I Ifads'. 'crazes'. their practitioners being referred to as being on the 'lunatic fringe' They are, in fact, quite different from each other, both in conception and in realisatjon. My interest in these methodologies came about as a result of a British Coun cil Course I attended in Canterbury, England, in 1983 In the course of two weeks, I was taught Greek by the Silent Way, German by CLL, Russian by Suggestopedia, and French by Psychodrama. The impressions gained stem from the necessarily limited viewpoint of the participant-observer, who tries to be a willing learner in demonstration lessons and, at the same time, an open-minded critic of the methods as a whole. I wililirst begin by identifying the basic features of the 'humanistic' move ment with which these methodologies are associated. Then the theory behind each methodology and the implementation of it in the classroom will be outlin ed, followed by a discussion of how theory and practice relate to each Olher and to humanistic language teaching as a whole. Finally, the differences bel ween these methodologies in their interpretation of humanistic principles will be outlined. Humanistic Language Teaching Most of the approaches which have been popular in recent years, and given the label 'humanistic' J have certain features in common. -
'Teaching English to Children' Elective
Teach International’s ‘Teaching English to Children’ Elective Table of Contents Notes for the Teacher ......................................................................................... 3 UNIT 1 – A Recent History of Language Teaching ............................................... 4 Discussion Activity – Unit 1 ............................................................................................... 4 Grammar-Based Approaches ............................................................................................. 5 Activity Unit 1 ................................................................................................................. 6 UNIT 2 – Towards an Interactional Approach ..................................................... 7 Discussion Activity – Unit 2 ............................................................................................... 7 The Relationship between Learning and Development .......................................................... 8 When Instructed Grammar Helps ..................................................................................... 10 Learning Strategies ........................................................................................................ 11 Activity Unit 2 ............................................................................................................... 14 UNIT 3 – Integrating Skills ............................................................................... 15 Discussion Activity – Unit 3 ............................................................................................ -
Post-Method Era and Glocalization in Language Teaching and Learning Jesica Dwi Lusianov
Advances in Social Science, Education and Humanities Research, volume 509 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) Post-Method Era and Glocalization in Language Teaching and Learning Jesica Dwi Lusianov Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Depok, Indonesia Email: [email protected] ABSTRACT Language learning which develops in this post-global era of the industrial revolution 4.0 cannot be separated from post- methods. The post-method era is a condition that has been occurring in our current language education in which there are various efforts to reconstruct the relationship between theories and practices of methods (and approaches) based on contexts. In short, the post-method era enables teachers to construct classroom-oriented theories of pedagogical practice instead of knowledge-oriented theories of pedagogy. As a result, the post-method condition can lead to what is called “glocalization” (not “globalization”) in language pedagogy. The global principles, designs, procedures, and techniques of methods and approaches that the Western theorists have made are implemented grounded on what local teachers need, want, and experience in the classroom, thus the colonialism or marginalization which places the teachers as the passive consumer of the theorists’ methods and approaches does not happen. This glocalization in English teaching and learning, which is to do with post-methods, can influence or be practiced in many aspects, especially in interlanguage and culture, individual differences, and learning strategies. This paper reviews and highlights that post-method condition is related to glocalization in English language teaching and learning practices in terms of interlanguage and culture, individual differences, and learning strategies. -
Suggestopedia’ Vs
International Journal of Humanities and Social Science Vol. 6, No. 4; April 2016 A Relative Comparison Made of Two Teaching Methodologies: The Examples of ‘Suggestopedia’ vs. Total Physical Response Paul C. Talley, Ph.D. I-Shou University International College – Department of International Business Administration No. 1, Section 1, Syucheng Road Dashu District Tu, Hui-ling Tajen University Department of Applied Foreign Languages No. 20, Weisin Road Sin-er Village, Yanpu Township Pingtung County (907), Taiwan, R.O.C. Abstract The necessity to offer comparative teaching methodologies is a reality most teachers face in the classroom setting. No two students comprehend language arts in the same way because of previous learning experiences, temperament, and expectations. As a result, teachers must frequently choose between two or more second language teaching methods to effectively address students’ needs. This paper uses a comparison made between Total Physical Response and Suggestopedia methods as an example of how to choose a practical approach to teaching. The ability to consider traits, strengths, weaknesses, and results in an evaluative manner can help teachers to gain insight in order to determine which method is most effective for teaching language and then to recognize the similarities and differences between these methods. The methods examined in this paper in no way reflect the only approaches open for instruction. It is hoped that a generalized teaching approach which blends the best of many teaching methods may be adopted, adapted, and considered for purposes of instruction. Introduction A relative comparison of two “innovative” methods (Larsen-Freeman, 2000) or “designer methods” (Nunan, 1991) of second language teaching can be made using Total Physical Response (TPR) and ‘Suggestopedia’ as working models. -
Examining Instructional Shifts Within Dialogic Interaction in Japanese University Efl Education
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses July 2020 EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION Roehl Sybing University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Curriculum and Instruction Commons Recommended Citation Sybing, Roehl, "EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION" (2020). Doctoral Dissertations. 1963. https://doi.org/10.7275/17645714 https://scholarworks.umass.edu/dissertations_2/1963 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION A Dissertation Presented by ROEHL SYBING Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2020 College of Education Language, Literacy, and Culture © Copyright by Roehl Sybing 2020 All rights reserved. EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION A Dissertation Presented By ROEHL SYBING Approved as to style and content