'I Can'...My ELP One Step at a Time was delivered at the MLPSI National Languages Conference in March 2011 in Dublin, Ireland. It deals with how to bring the MLPSI My European Language Portfolio into the language classroom.
'I Can'...My ELP One Step at a Time was delivered at the MLPSI National Languages Conference in March 2011 in Dublin, Ireland. It deals with how to bring the MLPSI My European Language Portfolio into the language classroom.
Language ability & content knowledge by Ivana Vidakovic at IATEFL BESIG TEASI...IATEFL BESIG
In an academic or work environment, the ability to communicate on study- or work-related matters is vital. This requires specific-purpose language ability which combines content knowledge and language ability. Teasing out language ability from content knowledge is a delicate and sometimes impossible task in English for Specific Purposes (ESP) assessment and teaching. The key questions which arise are:
• What effect does content knowledge have on linguistic performance?
• What roles do content knowledge and language ability play in an ESP test?
• How much does an ESP teacher need to know about the subject content?
Many studies reveal that content knowledge has a facilitating effect on reading, listening, speaking and writing performance in a foreign language (L2). However, this effect may not always be consistent - test takers with a certain academic background may not always do better on a text/task from their field than test takers from a different discipline. The effect of content knowledge on linguistic performance varies with language proficiency which makes it important to see how content knowledge and language ability interact. How specific an ESP test is will determine the roles of content knowledge and language ability, and how much content knowledge is necessary to pass. All this will be discussed through a critical examination of Cambridge English ESP tests. The presentation will also address some of the key challenges in ESP teaching – overcoming the teacher’s lack of content knowledge and bridging the gap between English language ability and specific-purpose language ability – when the ESP teacher is ‘just’ an ELT professional.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
Language ability & content knowledge by Ivana Vidakovic at IATEFL BESIG TEASI...IATEFL BESIG
In an academic or work environment, the ability to communicate on study- or work-related matters is vital. This requires specific-purpose language ability which combines content knowledge and language ability. Teasing out language ability from content knowledge is a delicate and sometimes impossible task in English for Specific Purposes (ESP) assessment and teaching. The key questions which arise are:
• What effect does content knowledge have on linguistic performance?
• What roles do content knowledge and language ability play in an ESP test?
• How much does an ESP teacher need to know about the subject content?
Many studies reveal that content knowledge has a facilitating effect on reading, listening, speaking and writing performance in a foreign language (L2). However, this effect may not always be consistent - test takers with a certain academic background may not always do better on a text/task from their field than test takers from a different discipline. The effect of content knowledge on linguistic performance varies with language proficiency which makes it important to see how content knowledge and language ability interact. How specific an ESP test is will determine the roles of content knowledge and language ability, and how much content knowledge is necessary to pass. All this will be discussed through a critical examination of Cambridge English ESP tests. The presentation will also address some of the key challenges in ESP teaching – overcoming the teacher’s lack of content knowledge and bridging the gap between English language ability and specific-purpose language ability – when the ESP teacher is ‘just’ an ELT professional.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. ELP-TT
CEFR levels
The Common European Framework of Reference (Council
of Europe 2001) defines communicative proficiency
• At six levels, arranged in three bands
A1 A2
B1 B2
C1 C2
• in relation to five skills: listening, reading, spoken
interaction, spoken production, writing
• in the form of “can do” statements
5. ELP-TT
Getting to know the levels
• The self-assessment grid is not enough
• More specific scales:
– CEFR Ch 4: descriptors of communicative activities
– CEFR Ch 5: descriptors of linguistic competence
• Familiarisation activities:
– Filling in the gaps
– Sorting the descriptors
6. ELP-TT
Self-assessment using the CEFR
levels
• Questions to be answered:
– How do I know which level I am at?
– How can I prove it?
7. ELP-TT
Working with the CEFR levels
• Gaining experience with the ELP:
– Assess your own competence in a foreign language
you know but don’t teach
– What criteria did you apply in assessing yourself?
– What would you do to improve your competence?
– What learning activities would help you?
– What are the three most persuasive solutions in your
group?
8. ELP-TT
Steps to be followed in the
workshop:
Step 1: Complete the checklist on spoken
interaction for a foreign language you
know but don’t teach.
Step 2: Note down the reasons why you think
you are at this level.
Step 3: Make a note of the evidence you can
give to support your self-assessment.
9. ELP-TT
Step 4: Working in groups of three or four,
discuss the reasons you have come up
with and select those which could be
used by teachers introducing the ELP
Step 5: Are the different kinds of evidence you
noted down related to particular CEF
levels?
Step 6: ”Translate” the evidence into a learning
activity and describe it briefly to the
others.
