This document discusses the pedagogical value of using cartoons in language learning. It begins by noting that cartoons can provide authentic audiovisual input that increases learner motivation. The paper then highlights several ways that cartoons are beneficial for low-level language learners, as they provide modified input that is still comprehensible and exposes learners to new language aspects. Several studies are cited showing cartoons improve oral production, confidence, and memory when learning a new language. The document concludes that cartoons create a low-anxiety environment that enhances language learning when used appropriately in the classroom.
This article discusses the pedagogical value of using cartoons in language learning. It argues that cartoons can provide modified language input that is comprehensible for low-level learners. The article reviews previous research that found cartoons help increase learner motivation and confidence by creating a low-anxiety environment. Cartoons appeal to both visual and auditory senses, helping learners understand concepts. When used appropriately, cartoons can enhance learning atmospheres and promote discussion.
Creating a literate environment analysis presentation holly emeryHolly Emery
1. The document discusses strategies for developing literacy lessons for emergent and beginning literacy learners. It emphasizes the importance of understanding each student's literacy level through assessments and selecting appropriate texts and activities to meet their individual needs.
2. Examples are provided of literacy lessons focusing on polar bears for an emergent and beginning reader. Lessons incorporate reading texts, asking comprehension questions, and writing activities.
3. The reflection emphasizes that emergent learners require more support while beginning readers can do more independently, and the importance of building lifelong literacy skills through a print-rich environment and nurturing relationships.
The document discusses strategies for developing early reading skills in children ages 0-4 through public library storytime programs. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, it provides examples of how children exhibit the skill at different ages and gives specific storytime techniques librarians can use to help foster the skill. The goal is to help children gain reading comprehension abilities and be better prepared to start formal schooling.
Authentic Task- Based Materials: Bringing the Real World Into the Classroom. Ana María
This document discusses bringing authentic, task-based materials into the English language classroom. It defines authentic materials as spoken or written language produced for genuine communication rather than language teaching. Examples of authentic materials include TV shows, newspapers, menus and tourist brochures. Using such real-world materials engages students more, increases motivation and helps students learn in contexts resembling situations outside class.
The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
Vocabulary Instruction with NonfictionCiel Educttu
This document discusses effective strategies for teaching vocabulary. It notes that direct vocabulary instruction is important according to the National Reading Panel. It recommends that students should be actively involved in developing their understanding of words through hands-on activities. Students should personalize their word learning by choosing words to study. Teachers should immerse students in words throughout the day using techniques like read alouds. Repeated exposure to words through multiple sources is important for learning.
This article discusses the pedagogical value of using cartoons in language learning. It argues that cartoons can provide modified language input that is comprehensible for low-level learners. The article reviews previous research that found cartoons help increase learner motivation and confidence by creating a low-anxiety environment. Cartoons appeal to both visual and auditory senses, helping learners understand concepts. When used appropriately, cartoons can enhance learning atmospheres and promote discussion.
Creating a literate environment analysis presentation holly emeryHolly Emery
1. The document discusses strategies for developing literacy lessons for emergent and beginning literacy learners. It emphasizes the importance of understanding each student's literacy level through assessments and selecting appropriate texts and activities to meet their individual needs.
2. Examples are provided of literacy lessons focusing on polar bears for an emergent and beginning reader. Lessons incorporate reading texts, asking comprehension questions, and writing activities.
3. The reflection emphasizes that emergent learners require more support while beginning readers can do more independently, and the importance of building lifelong literacy skills through a print-rich environment and nurturing relationships.
The document discusses strategies for developing early reading skills in children ages 0-4 through public library storytime programs. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, it provides examples of how children exhibit the skill at different ages and gives specific storytime techniques librarians can use to help foster the skill. The goal is to help children gain reading comprehension abilities and be better prepared to start formal schooling.
Authentic Task- Based Materials: Bringing the Real World Into the Classroom. Ana María
This document discusses bringing authentic, task-based materials into the English language classroom. It defines authentic materials as spoken or written language produced for genuine communication rather than language teaching. Examples of authentic materials include TV shows, newspapers, menus and tourist brochures. Using such real-world materials engages students more, increases motivation and helps students learn in contexts resembling situations outside class.
The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
Vocabulary Instruction with NonfictionCiel Educttu
This document discusses effective strategies for teaching vocabulary. It notes that direct vocabulary instruction is important according to the National Reading Panel. It recommends that students should be actively involved in developing their understanding of words through hands-on activities. Students should personalize their word learning by choosing words to study. Teachers should immerse students in words throughout the day using techniques like read alouds. Repeated exposure to words through multiple sources is important for learning.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Thank you for sharing your presentation on literacy instruction. I gained valuable insights into how to effectively assess students' literacy skills and select appropriate texts. The multi-faceted approach of using both cognitive and noncognitive assessments to deeply understand each student is highly effective. Choosing texts based on students' interests and abilities and incorporating different instructional perspectives helps engage students and strengthen their literacy. This information will certainly help me improve my own literacy practices. You seem dedicated to helping all students progress. Please let me know if I can support you by volunteering in the classroom or providing resources for families.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
The document discusses various methods of infotainment that can be used in language learning. It describes how cartoons, comics, play-based learning, dramatization, role-playing skits, mnemonics, and language learning strategies can provide both entertainment and information to engage learners. These methods make the learning process more dynamic and appeal to both cognitive and entertainment needs by introducing innovative techniques compared to traditional top-down models of instruction. The document concludes that incorporating these infotainment methods into the syllabus would help mold learning as an interesting process for both teachers and students.
Cimini Five elements of a balanced literacy programccimini
This document discusses phonemic awareness and provides definitions, instructional strategies, and assessments related to teaching phonemic awareness. It defines phonemic awareness as the ability to identify and manipulate the sounds letters represent. It notes that phonemic awareness can be taught through activities like tapping out syllables, rhyming games, and using flashcards. Assessments mentioned include the Phonological Awareness Skills Test and PALS PreK assessment. The document emphasizes that phonemic awareness instruction is important for preventing reading difficulties.
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
The document discusses the role of phonics instruction in learning to read. It summarizes that phonemic awareness, the ability to segment words into individual sounds, is critical for reading success. However, many students enter school without strong phonemic awareness. The document contrasts explicit phonics instruction, which directly teaches letter-sound correspondences, versus implicit or "embedded" phonics, which expects students to induce phonics patterns on their own. Research shows explicit phonics instruction is more effective, especially for struggling readers. The "whole language" approach of only using phonics incidentally in stories is insufficient for many students.
A summary of the Montessori approach to teaching literacy (both writing and reading, a literature review of key aspects of the Montessori approach and recommendations for implementing these principles.
This document describes a literacy lesson plan that incorporates interactive, critical, and response perspectives. The lesson focuses on bugs and insects. Students are assessed using cognitive and non-cognitive measures. During the lesson, students wear "thinking hats" to activate prior knowledge, identify unknown words and facts learned. The teacher reads books on butterflies and guides discussion. Small group work further explores perspectives using leveled texts and making words with letter cards. The goal is for students to think critically and responsively about texts.
The document provides details about a literacy lesson plan that incorporates the interactive, critical, and response perspectives. The lesson plan utilizes assessments to understand students and select an appropriate text about feelings and self-esteem. During the lesson, students activate prior knowledge, make predictions, discuss the story, and write about themselves positively. The analysis explains how the critical and response perspectives allow students to think deeply and respond to text. Research supports using quality text to evoke discussion and responses.
A Picture is Worth a Thousand Words: Learning Vocabulary through Technologychristopherccorcoran
This document discusses using technology and visual aids to teach vocabulary to English language learners. It emphasizes that vocabulary is the first step in language learning and images can help students understand and retain word meanings better than text alone. It provides some online resources teachers can use to create vocabulary exercises, flashcards, and quizzes tailored to their students' needs and interests. While technology is useful, it also stresses the importance of collaborative learning and using the first language to aid comprehension when needed.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document discusses strategies for teaching literacy to emergent and beginning readers. It provides examples of lesson plans that use different texts matched to each learner's level. For the emergent reader, a lesson is described that uses a wordless picture book, Hop on Pop, and Brown Bear Brown Bear. Assessments used include observation, fluency checks, and interest inventories. For the beginning reader, a lesson on becoming a writer through invented spelling is outlined. Assessments include the Multidimensional Fluency Scale and analysis of invented spelling. The document emphasizes the importance of differentiating instruction based on learner needs.
R pinner authenticity_continuum_eltedjournal_2014Richard Pinner
This paper outlines a workshop which I conducted in Tokyo and Osaka in 2013 as part of an INSET program accredited by the Japanese Ministry of Sports, Education and Culture (MEXT). The course, entitled Using and Adapting Authentic Materials to Help Motivate Students, aims to give teachers a better understanding of the concept of authenticity as it realigns itself with the way English is used and taught around the world for international communication. My aims as the teacher/researcher were to understand more about how L2 teachers of English perceive the notion of authenticity and how this concept could be broadened to try and empower L2 users of English by helping them to start reconceptualising authenticity from a more international perspective. This paper first looks at some of the issues that arise when attempting to define authenticity and then, building on the distinctions laid out by Widdowson (1978), that authenticity is not something absolute but relative to learners, I suggest that authenticity might be best viewed as a continuum which incorporates international voices and moves away from culturally embedded definitions. With that in place I will describe the contents of the workshop, followed by an explanation of the data I collected as part of the workshop and how analysis showed that participants reported the notion of an authenticity continuum to be empowering and even increased their motivation to try and make their own classes more authentic.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
This document summarizes and analyzes a selection of cartoons dealing with gender equality from 2011-2014. It begins by providing background on cartoons as multimodal texts that combine verbal and non-verbal elements. It then discusses Relevance Theory as a framework for analyzing how cartoonists encode meanings and readers decode them. Specifically, it looks at how gender roles are portrayed in cartoons and common visual metaphors used, like the cross, key, dart, equals sign, and scales. The analysis then examines eight cartoons from the corpus in more detail based on Relevance Theory and the visual metaphors employed.
11.redefining gender equality from the context of cultureAlexander Decker
This document summarizes a research study that analyzes gender equality from a cultural context in the Philippines. The researchers challenge the notion that equal rates of gender economic participation equate to true gender equality. Through an intersectional analysis of culture and statistics on employment, education, migration, and health, the researchers find that women in the Philippines still face disadvantages and discrimination despite measures of participation. They argue measurement indexes of gender equality should be based on cultural realities, not just participation rates. The researchers propose redefining gender equality in a way that is culturally contextual and considers fairness and dignity rather than just economic factors.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Thank you for sharing your presentation on literacy instruction. I gained valuable insights into how to effectively assess students' literacy skills and select appropriate texts. The multi-faceted approach of using both cognitive and noncognitive assessments to deeply understand each student is highly effective. Choosing texts based on students' interests and abilities and incorporating different instructional perspectives helps engage students and strengthen their literacy. This information will certainly help me improve my own literacy practices. You seem dedicated to helping all students progress. Please let me know if I can support you by volunteering in the classroom or providing resources for families.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
The document discusses various methods of infotainment that can be used in language learning. It describes how cartoons, comics, play-based learning, dramatization, role-playing skits, mnemonics, and language learning strategies can provide both entertainment and information to engage learners. These methods make the learning process more dynamic and appeal to both cognitive and entertainment needs by introducing innovative techniques compared to traditional top-down models of instruction. The document concludes that incorporating these infotainment methods into the syllabus would help mold learning as an interesting process for both teachers and students.
Cimini Five elements of a balanced literacy programccimini
This document discusses phonemic awareness and provides definitions, instructional strategies, and assessments related to teaching phonemic awareness. It defines phonemic awareness as the ability to identify and manipulate the sounds letters represent. It notes that phonemic awareness can be taught through activities like tapping out syllables, rhyming games, and using flashcards. Assessments mentioned include the Phonological Awareness Skills Test and PALS PreK assessment. The document emphasizes that phonemic awareness instruction is important for preventing reading difficulties.
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
This document describes how to create a literate classroom environment that encourages reading and writing. Key aspects include providing a classroom library and individual reading spots, conducting daily reading and writing workshops, and conferencing with students. Assessments are used to understand students' reading abilities and interests in order to differentiate instruction. A variety of texts, including print, digital and websites, are selected based on students' levels and interests. The interactive perspective is discussed as a framework that teaches strategic reading, writing and comprehension skills through approaches like shared reading and guided reading. An example is provided of how this perspective was used in small group literacy instruction.
The document discusses the role of phonics instruction in learning to read. It summarizes that phonemic awareness, the ability to segment words into individual sounds, is critical for reading success. However, many students enter school without strong phonemic awareness. The document contrasts explicit phonics instruction, which directly teaches letter-sound correspondences, versus implicit or "embedded" phonics, which expects students to induce phonics patterns on their own. Research shows explicit phonics instruction is more effective, especially for struggling readers. The "whole language" approach of only using phonics incidentally in stories is insufficient for many students.
A summary of the Montessori approach to teaching literacy (both writing and reading, a literature review of key aspects of the Montessori approach and recommendations for implementing these principles.
This document describes a literacy lesson plan that incorporates interactive, critical, and response perspectives. The lesson focuses on bugs and insects. Students are assessed using cognitive and non-cognitive measures. During the lesson, students wear "thinking hats" to activate prior knowledge, identify unknown words and facts learned. The teacher reads books on butterflies and guides discussion. Small group work further explores perspectives using leveled texts and making words with letter cards. The goal is for students to think critically and responsively about texts.
The document provides details about a literacy lesson plan that incorporates the interactive, critical, and response perspectives. The lesson plan utilizes assessments to understand students and select an appropriate text about feelings and self-esteem. During the lesson, students activate prior knowledge, make predictions, discuss the story, and write about themselves positively. The analysis explains how the critical and response perspectives allow students to think deeply and respond to text. Research supports using quality text to evoke discussion and responses.
A Picture is Worth a Thousand Words: Learning Vocabulary through Technologychristopherccorcoran
This document discusses using technology and visual aids to teach vocabulary to English language learners. It emphasizes that vocabulary is the first step in language learning and images can help students understand and retain word meanings better than text alone. It provides some online resources teachers can use to create vocabulary exercises, flashcards, and quizzes tailored to their students' needs and interests. While technology is useful, it also stresses the importance of collaborative learning and using the first language to aid comprehension when needed.
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
This document discusses strategies for teaching literacy to emergent and beginning readers. It provides examples of lesson plans that use different texts matched to each learner's level. For the emergent reader, a lesson is described that uses a wordless picture book, Hop on Pop, and Brown Bear Brown Bear. Assessments used include observation, fluency checks, and interest inventories. For the beginning reader, a lesson on becoming a writer through invented spelling is outlined. Assessments include the Multidimensional Fluency Scale and analysis of invented spelling. The document emphasizes the importance of differentiating instruction based on learner needs.
R pinner authenticity_continuum_eltedjournal_2014Richard Pinner
This paper outlines a workshop which I conducted in Tokyo and Osaka in 2013 as part of an INSET program accredited by the Japanese Ministry of Sports, Education and Culture (MEXT). The course, entitled Using and Adapting Authentic Materials to Help Motivate Students, aims to give teachers a better understanding of the concept of authenticity as it realigns itself with the way English is used and taught around the world for international communication. My aims as the teacher/researcher were to understand more about how L2 teachers of English perceive the notion of authenticity and how this concept could be broadened to try and empower L2 users of English by helping them to start reconceptualising authenticity from a more international perspective. This paper first looks at some of the issues that arise when attempting to define authenticity and then, building on the distinctions laid out by Widdowson (1978), that authenticity is not something absolute but relative to learners, I suggest that authenticity might be best viewed as a continuum which incorporates international voices and moves away from culturally embedded definitions. With that in place I will describe the contents of the workshop, followed by an explanation of the data I collected as part of the workshop and how analysis showed that participants reported the notion of an authenticity continuum to be empowering and even increased their motivation to try and make their own classes more authentic.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
The document discusses issues that may be hindering foundational literacy from reaching all teachers and learners in England. It argues that a thorough national analysis is needed to understand current teaching practices and guidance. Contradictory and outdated information is still being provided to teachers. Rigorous national training on research-informed foundational literacy is needed for all education professionals. While progress has been made in England in promoting systematic synthetic phonics, some academics, education authorities, and organizations still promote less effective methods. A unified approach based on the extensive research is required.
This document summarizes and analyzes a selection of cartoons dealing with gender equality from 2011-2014. It begins by providing background on cartoons as multimodal texts that combine verbal and non-verbal elements. It then discusses Relevance Theory as a framework for analyzing how cartoonists encode meanings and readers decode them. Specifically, it looks at how gender roles are portrayed in cartoons and common visual metaphors used, like the cross, key, dart, equals sign, and scales. The analysis then examines eight cartoons from the corpus in more detail based on Relevance Theory and the visual metaphors employed.
11.redefining gender equality from the context of cultureAlexander Decker
This document summarizes a research study that analyzes gender equality from a cultural context in the Philippines. The researchers challenge the notion that equal rates of gender economic participation equate to true gender equality. Through an intersectional analysis of culture and statistics on employment, education, migration, and health, the researchers find that women in the Philippines still face disadvantages and discrimination despite measures of participation. They argue measurement indexes of gender equality should be based on cultural realities, not just participation rates. The researchers propose redefining gender equality in a way that is culturally contextual and considers fairness and dignity rather than just economic factors.
This document summarizes and analyzes a selection of cartoons dealing with gender equality from 2011-2014. It begins by providing background on cartoons as multimodal texts that combine verbal and non-verbal elements. It then discusses Relevance Theory as a framework for analyzing how cartoonists encode meanings and readers decode them. Specifically, it looks at how gender roles are portrayed in cartoons and some common visual metaphors used, like the cross, key, dart, equals sign, and scales. The analysis then examines eight cartoons from the corpus in more detail based on Relevance Theory and the visual metaphors they employ to convey critical messages about gender equality in a humorous way.
This document summarizes education as a tool for empowering women. It discusses how education can help women gain decision making abilities, communication skills, and awareness of their rights. The document outlines objectives of education for women, indicators of empowerment, levels of empowerment from individual to societal, and factors limiting women's education. It argues that educated women can improve their families and society by making informed choices around health, finances, and children's education. Overall, the document advocates for increasing women's education as a path toward empowerment and national development.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
Chapter 1 introduces storytelling as an ancient art form that has been an integral part of human society. Chapter 2 discusses how storytelling can help children develop oral language skills and improve vocabulary, comprehension, and ability to analyze stories. Chapter 3 explains how teachers can effectively deliver storytelling to engage children and help them develop language mastery, critical thinking skills, and emotional intelligence. Teachers should choose age-appropriate stories, memorize them, use expression and gestures, include questions and pauses, use illustrations and props, maintain eye contact with children, and practice delivery.
This document summarizes a study that explored using storytelling to teach English to kindergarten students in Taiwan. The study had 21 student participants and was conducted by 6 pre-service teachers over 2 months. Storytelling was used as a group teaching strategy to potentially increase students' learning motivation and engagement. Results showed that using creativity in teaching helped gain students' attention. The document discusses the benefits of storytelling and cooperative learning as theoretical frameworks to support language acquisition. It aims to determine how well storytelling meets teachers' needs and the strengths and weaknesses of the approach.
Drama techniques like role plays, theater, and drawing can effectively teach English to children by engaging them in interactive and meaningful contexts that promote communication. Traditional grammar-focused teaching fails to develop communicative skills. Drama breaks the monotony and forces children to use English. It increases motivation, self-confidence, pronunciation, vocabulary, and cooperative learning while improving oral and written skills. Teachers should assess students' participation, progress over time rather than the final product, and evaluate their own teaching methods. Specific drama techniques are suggested, including choosing topics, creating dialogs, practicing roles, and assessing students and teaching methods. Websites on using drama in English language teaching are provided.
The Authenticity Continuum: Empowering International VoicesRichard Pinner
This paper outlines a workshop which I conducted in Tokyo and Osaka in 2013 as part of an INSET program accredited by the Japanese Ministry of Sports, Education and Culture (MEXT). The course, entitled Using and Adapting Authentic Materials to Help Motivate Students, aims to give teachers a better understanding of the concept of authenticity as it realigns itself with the way English is used and taught around the world for international communication. My aims as the teacher/researcher were to understand more about how L2 teachers of English perceive the notion of authenticity and how this concept could be broadened to try and empower L2 users of English by helping them to start reconceptualising authenticity from a more international perspective. This paper first looks at some of the issues that arise when attempting to define authenticity and then, building on the distinctions laid out by Widdowson (1978), that authenticity is not something absolute but relative to learners, I suggest that authenticity might be best viewed as a continuum which incorporates international voices and moves away from culturally embedded definitions. With that in place I will describe the contents of the workshop, followed by an explanation of the data I collected as part of the workshop and how analysis showed that participants reported the notion of an authenticity continuum to be empowering and even increased their motivation to try and make their own classes more authentic.
Ashton- Hay, S. (2005). Drama: Engaging All Learning Styles. Proceedings 9th INGED (Turkish English Education Association) International Conference 'New Horizon in ELT' Economics and Technology University in Ankara, Turkey. Ankara: Proceedings 9th International INGED (Turkish English Education Association) Conference, Economics and Technical University Ankara Turkey .
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The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
Clerici catering for MI VAK and other students of EFLCarolaClerici
This article relies on Howard Gardner’s theory of multiple intelligences. Gardner stated that intelligence is not a singular phenomenon but rather a collection of seven distinct intelligences within every individual: linguistic, logical-mathematical, spatial, bodily kinaesthetic, interpersonal, intrapersonal and musical (Gardner, 1983). Besides, Visual/Auditory/Kinaesthetic model for learning preferences complements the understanding of Garner’s theory. NLP presuppositions are found along this work, as well.
CE320Language Development in the Young ChildUnit 5.docxtidwellveronique
CE320
Language Development
in the Young Child
Unit 5 Seminar:
Best Practices for Promoting Bilingualism
in Kindergartners
1
Shout out!!!!
Nicole Browne
did a TERRIFIC job of answering the discussion questions for Unit 5 **as required.** She responded early enough to advance the discussion, revised her response to address the DB topic requirements and answer my concerns, used her own **original** work, and cited her references, including course materials.
Way to go,
Nicole!!
Unit 4 Topic Review
Mediation – simplifying words or concepts to relate information more easily to the student
Linguistic Scaffolding – building on prior language knowledge to expand a child’s vocabulary
Sign Language – signing in our preschool classrooms can give students ways to express themselves in acceptable ways
(EX: Alana)
Conflict Resolution – establishing procedures for children to use language in an effort to mediate / resolve conflicts
Unit 5 Seminar
Tonight we will discuss…
Selection guidelines for Read-Alouds for kindergartners.
Best practices for building language and literacy skills in the kindergartner.
Discuss narratives.
Discuss bilingualism.
Discuss television as a medium for promoting language.
I will also…
Introduce the Unit 6 DB Topic and Instructions
Review the Unit 6 Assignment Instructions and Rubric.
Answer questions about the assignment.
Present a proposed time-management schedule for the completion of the assignment.
If you have not yet submitted your Unit 2 Assignment, please know you may still do so, but time is running out! If the assignment is not submitted by TOMORROW, it will no longer be eligible for credit. Review the university late policy in the syllabus for more information.
Unit 5 Outcomes and Expectations
By the end of this unit, you should be able to:
Explain and defend the practice of Read-Alouds in the kindergarten setting.
Explain the role of the early childhood professional in supporting the kindergartner’s acquisition of semantic and phonetic knowledge.
Review of the Readings (Uchikoshi, 2005)
We will discuss these elements one at a time, based primarily on the information presented in the article, “Narrative Development in Bilingual kindergartners: Can Arthur Help?”
Please don’t jump ahead…
narratives
bilingualism
using TV to promote language
best practices
Narratives
Seminar Question 1:
Define narratives based on the information from the
Uchikoshi (2005) article.
Narratives
Narratives are defined as at least two (2) sequential independent clauses (complete sentences) describing a single past event. (Stories!!)
Narratives require the ability to sustain talk about one topic and beyond. It requires the use of several utterances that are linked to build a coherent story.
“When telling a story, the narrator not only tells the listener what happens in the story but also talks about the meaning of those events” (Uchikoshi, 2005, p. 465).
8
Fi ...
The lesson plan involves students creating a fork painting of an inchworm during small group art activities, then formulating a short story based on their painting using vocabulary from a story read earlier. The teacher will assess students formatively based on their ability to integrate new vocabulary and form their own story about worms.
This document discusses ideas for teaching English to young learners. It begins by providing context on the field of teaching English to young learners (TEYL) and how the age of English education is decreasing globally. It then shares 10 helpful ideas from an online course for TEYL professionals. The ideas focus on incorporating visuals, movement, and student involvement to maintain short attention spans. They also emphasize teaching in themes to connect activities and using familiar contexts and routines to scaffold young learners' English acquisition.
This document discusses helpful ideas for teaching English to young learners. It begins by providing context on the field of teaching English to young learners (TEYL) and how the age of English education is decreasing globally. It then presents ten helpful ideas for TEYL that came out of discussions in an online teacher education course. The ideas focus on supplementing activities with visuals and movement, involving students in creating materials, moving quickly between a variety of activity types, and teaching English through themes to create context for language learning.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
This document summarizes research on using Montessori-inspired multi-sensory manipulatives in an adult ESL classroom. It describes how Montessori found that "hands-on" materials helped children learn abstract concepts. The researcher adapted Montessori grammar and language materials for use with 10 adult ESL students ages 18-60. Observations showed the adults were engaged with the materials and increasing their vocabulary, understanding of English terminology, and ability to make connections between concepts. The document reviews literature supporting the idea that multi-sensory experiences aid second language acquisition by reducing language load and making abstract ideas more concrete.
RELEVANCE OF FILM ADAPTATIONS IN MODERN EDUCATION final.pdfTiyasaChatterjee9
This document discusses the relevance of incorporating film adaptations in modern education. It argues that film adaptations can enhance student engagement, promote cultural inclusivity, and foster critical thinking skills. The literature review found that film adaptations help students comprehend complex themes, aid language acquisition, and challenge preconceptions. Teachers surveyed unanimously agreed that film adaptations are valuable in connecting literary concepts to visual elements and motivating students. Showing film adaptations across different subjects can teach English language skills while aligning with curriculum objectives and catering to student preferences and learning styles.
This document provides an overview of an optional English course curriculum designed to develop students' communication skills through art-oriented activities and using information and communication technology (ICT). The curriculum is divided into three levels - elementary, lower-secondary, and upper-secondary school. It includes general competencies, specific competencies for each level, examples of learning activities, evaluation strategies, and 32 lesson plans for each level. The curriculum takes a cross-curricular approach to help students practice English in various contexts related to subjects like mathematics, biology, and art. The goal is to create an interactive and motivating learning environment for students.
This document discusses various strategies for teaching English, including instructional materials, supplementary readers, workbooks, source books, cartoons, dramatization, skits, mnemonic strategies, playway methods, and comics. It examines the role and importance of these tools and techniques in developing students' English language skills and making learning more engaging and effective. The document is an assignment on strategies for teaching English that was submitted to a lecturer in English for a B.Ed. program.
The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
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11.the pedagogical values of cartoons
1. Research on Humanities and Social Sciences www.iiste.org
ISSN 2224-5766(Paper) ISSN 2225-0484(Online)
Vol.1, No.4, 2011
The pedagogical values of cartoons
Taher Bahrani* Rahmatollah Soltani
Department of English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran
* E-mail of the corresponding author: taherbahrani@yahoo.com
Abstract
Cartoons as a source of authentic audiovisual language input have proved to be effective in increasing
language learners’ motivation. In fact, the psychological aspects of utilizing cartoons as teaching
materials have been emphasized by many researchers. In the same line, the present paper aims at
further highlighting the pedagogical value of cartoons particularly for low level language learners. As a
matter of fact, cartoons are good sources of modified language input which although may require less
cognitive processing for comprehension, they may include new aspects of the language for low level
language learners who have not acquired them yet.
Key words: Cartoons, Authentic language input, Pedagogical value
1. Introduction
Today, our society and the world in general are becoming more audiovisual but many of the institutions
have not kept up with its progress (Hartmann, 1996). It is often heard that language learners
complaining about boring conversation courses and activities in many language classes. In fact, very
often the success or failure of a program, in this case language learning, depends on the classroom
atmosphere and the pedagogical materials presented to the students. In this relation, various audiovisual
programs have the potential to be utilized as sources of authentic language input to provide the
necessary language input for language learning. In relation to the concept of authentic language input,
Nunan (1999) and Gilmore (2007) underscored the point that authentic language materials are spoken
or written language materials which are not initially produced for the language teaching. Nunan (1999)
further highlighted that authentic language input can be extracted from number of sources including
TV broadcasts such as news, movies, songs, cartoons, recorded conversations, meetings, and
newspapers.
In view of the above, cartoons as pedagogically valuable sources of language input can be used at any
time during the teaching or training as long as they are relevant to the point or have been designed with
a specific purpose. Cartoons can be used as a useful means of improving the learning atmosphere.
However, cartoons should not be used simply to fill in time when the facilitator does not have anything
else to present. As a matter of fact, using cartoons would certainly break the monotony (Rae, 2000) of
reading text after text in the schoolbooks. For example, very often a picture speaks louder than words
and has more impact than just reading the text. The same scene that the cartoon depicts would
undoubtedly take longer to describe using the written word and the scope for comprehension would be
restricted. It is also believed that the usage of cartoons can reduce boredom and decrease academic
stress, anxiety and disruptive behavior.
The pedagogical value of cartoons as an authentic source of language input has been considered by
some studies. In an anecdotal study conducted by Clark (2000), the point was emphasized that cartoons
can keep the attention of the learners and present information in a stress-free atmosphere. Further,
cartoons have the potential to promote thinking processes and discussion skills (Clark, 2000). Another
study was conducted by Doing (2002) focusing on the effect of cartoons on language learning. The
study showed that the language learners who had exposure to cartoons could produce oral answers that
were interesting in diverse discussions held in the classes. Additionally, the discussions were rich and
the students had high confidence. It seems that the high confidence that the language learners acquire is
due to exposure to cartoons which create low affective filter atmosphere for learning. In line with
Schoppe (2001) who indicated that songs have the pedagogical potential to create low affective filter
atmosphere for language learning, cartoons can also create the same situation.
In the same line, a study was carried out by Rule and Ague (2005) which provided evidence of the
language learners’ preferences to utilize cartoons in language learning. Similar to songs, cartoons are
preferred because they create low affective filter atmosphere which causes high degree of motivation.
Accordingly, the high confidence and motivation achieved through exposure to cartoons is claimed to
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enhance the memory of the language learners when they try to make connection between the new
materials and the prior knowledge through analogy in a comfortable atmosphere.
2. Why cartoons?
Almost any cartoons can be used as an introduction to a lesson or a course. The two main purposes of
using introductions to lessons are firstly, to allow the learners to introduce themselves to each other,
and secondly, to lead into the topic matter. Learners often find that the topic matter is made clearer by
the use of appropriate introduction.
Cartoons are generally fun for everyone to utilize and tend to be more experiential in their application.
It is to give a lesson more impact. They can be utilized to help learners perceive familiar situations or
objects in a different way. According to Kroehnert (1999), the end result with most cartoons exercises
is that learners are made aware of their need to use lateral thinking, to look at things in different ways,
and to try to break down any preconceived stereotypes that they may have.
Visual information in the form of cartoons is usually processed by the right brain which is the holistic,
creative, artistic side. On the other hand, the spoken word engages the left side of the listeners’ brain.
In contrast, the left brain is analytical, recognizes and interprets words, performs calculations and so
on. No matter how interesting and persuasive, for example, a lecture is, after awhile, the learners will
feel the dullness of the same manner of instruction. However, by using cartoons, we appeal to the
visual, as well as the auditory, sense giving the additional effectiveness through variety and creativity.
At the end of any learning experience, experienced teachers would usually debrief the learners on the
lesson for the day or the session. By showing the appropriate cartoon(s), the teacher would be able to
encapsulate important teaching points without having to say or repeat too many words.
3. Uses of cartoons
Experience demonstrated that cartoons have a number of uses. Cartoons can be used individually, in
pairs, small groups and even in large lecture classes. Cartoons are a wonderfully versatile medium in
enhancing teaching and training.
Visually, the impact of cartoons is immediate and language learners, irrespective of age or background,
are able to respond in some ways to the educational point being made. With the combination of words
and pictures, it can attract attention and interest. Other benefits include the promotion of understanding,
motivation towards learning, improved attitudes, productivity and creativity.
Other benefits include the enhanced relationship between teacher and students as cartoons can create a
light, playful mood. However, those who associate learning only with more formal classroom activities,
may see cartoons as a waste of time and do not take their valuable contributions seriously.
Every learner can respond instantly to cartoons according to his/her personal interpretation. Cartoons
can be used as an alternative tool for developing cognitive development. In interacting with the
cartoons stimuli, they are refining their own learning and understanding while at the same time be
encouraged to develop critical higher order cognitive skills.
Concept cartoons as suggested by Keogh and Naylor (1996) believed that this approach has a direct
and immediate impact in the classroom. They seemed to promote a purposeful approach to practical
work. It has been found that concept cartoons lead to a number of learning developments such as a shift
from negatively-worded to positively-worded statements, a shift from statements to questions and a
shift from single alternatives to multiple alternatives. Concept cartoons are intended as a starting point
to stimulate discussion and for eliciting ideas from the learners. To illustrate this point, students can be
provided with an illustration and questions that require them to consider their thoughts, feeling and
form opinions about the situation portrayed.
Cartoons are commonly used in language teaching. However, the use of cartoons has also been found
to offer an effective means to develop particular skills such as social skills. Sociologically, cartoons are
a powerful means of providing social and political comment (Ziegler, 1998) because so often they
reveal the contrast between perception and reality (Witkin, 1999). By nature, cartoons usually
exaggerate a particular aspect or situation that can help focus on a suitable teaching/learning point. As
they are seen as a neutral resource, students are able to respond, joke about possible interpretations, and
react to the exaggerations without being offended. Cartoons can be used with students to objectively
analyze everyday social behaviour and a stimulus to reflection on attitudes.
Without a doubt, the use of cartoons would certainly promote a high level of involvement among
learners who are normally reluctant to get involved in discussion. Cartoons would enable students who
do not normally converse much in English to articulate their ideas more readily. Woolnough (1994)
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notes that if students are motivated and if they are given the freedom and the opportunity, they will find
ways of learning. If they are not, they will not bother.
Cartoons can be replicated with a variety of groups in many teaching situations. These include primary
and secondary schools, students with special educational needs, students learning English as a second
language, undergraduate and postgraduate students, primary and secondary school teachers and parents.
Although the clarity of some of the cartoons needs to be modified or adapted to the various groups, we
generally find them remarkably easy to use and effective in their outcome.
4. Preparation of cartoons for teaching and training
Selection of the method of training or teaching often comes after the setting of the learning objectives.
The method selected should respond to the learners’ needs, not the teacher or the facilitators. The same
procedure applies to the selection of cartoons. It is through the careful selection and use of appropriate
and relevant cartoons that an element of humor can be introduced, where appropriate, without
detracting from the intention of the teaching situation. When we have decided on the particular cartoon
to be used, it is essential to practice using it at least once with a group of learners. This will help us find
out if the cartoon selected is going to work and in the expected way with the expected results. The
cartoons selected must be evaluated for their worth and effectiveness. If they do not produce the
desired effect, then it might need to be scrapped or modified. In the same line, the following tips may
help the practitioners to better utilize cartoons in their conversation classes:
• Use cartoons that are interesting to the students
• Include various segments of different cartoons to keep the variety
• Let the students view a short segment of 2-3 minutes first for understanding the general topic
• Let the students share what they understand from their viewing
• Ask the students to watch a selected segments before the class meets
• Use cartoons that include modified language input for young children
5. Conclusion
Today, having access to various audiovisual programs such as cartoons is very easy. As teachers, we
are constantly looking for new ways of teaching to enable learners to be actively involved in their own
learning particularly in developing their general language proficiency. In this respect, audiovisual
programs such as cartoons can make a valuable contribution if they the doors of the conversation
classes are opened to them. This is because cartoons provide visual impact, which is immediate.
Because of the type of modified language input which is embedded in cartoons, irrespective of the
learners’ proficiency level particularly low level language learners, they can respond instantly to what
is being shown.
In the same line, many researchers underscore the psychological aspects of utilizing cartoons in
language learning. Generally, feedback from students on the use of cartoons as a teaching strategy has
been consistently favorable. However, like any teaching strategy, one has to be careful not to overuse
cartoons or their effect will be diminished if not lost. In fact, it is suggested that other types of
audiovisual programs are also used along with cartoons. As a matter of fact, teachers need to keep a
balance with the type of program and the content that we would like our students to learn.
References
Clark, C. (2000). Innovative strategy: Concept cartoons. Instructional and learning strategies, 12: 34-
45.
Doring, A. (2002). Effective Teaching and Learning at University: The Use of Cartoons as a Teaching
and Learning Strategy. Australian Catholic University.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Lang. Teach.
40: 97-118.
Hartmann, T. (1996). Beyond ADD: Hunting for reasons in the past and present. In Freed, J. & Parson,
L. (1997). Right-brained Child in a Left-brained World: Unlocking the Potential of Your ADD
child. New York: Simon & Schuster.
Keogh, B., & Naylor, S. (1996). Teaching and Learning in Science: A New Perspective. Paper
presented at the BERA Conference, Lancaster, September 1996.
Kroehnert, G.. (1999). 101 Training Games. Sydney: McGraw-Hill Company.
Lochrie, K. (1992). Using Cartoons as an Effective Learning and Teaching Strategy.
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
Rae, L. (2000). Effective Planning in Training and Development. London: Kogan Page.
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Rule, A. C., & Auge, J. (2005). Using humorous cartoons to teach mineral and rock concepts in sixth
grade science class. Journal of geosciences education, 53(3): 548-558.
Schoepp, K. (2001). Reasons for using songs in EFL/ESL classrooms. The internet TEFL Journal,
7(2). Available at: http://iTEFLj.org/articles/Schoepp-Songs.html. Accessed: February 3, 2006.
Watterson, B. (1995). The Calvin and Hobbes: Tenth Anniversary Book. London: Warner Books.
Witkin, S. (1999). Taking Humour Seriously. Social Work, 44 (2): 101-104.
Woolnough, B. (1994). Effective Science Teaching. Milton Keynes: Open University Press.
Ziegler, J. (1998). Use of Humour in Medical Teaching. Medical Teacher, 20 (4): 341-348.
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