A meaningful proposal for trainers of trainers Jesus Castillo
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III Encuentro de Experiencias Significativas de la Red de Maestros de Lenguas Extranjeras de Cali. Año 2017
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This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
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The document summarizes two case studies on language acquisition:
1) A 3-year study of Wes, a Japanese man learning English in Hawaii, which found he improved in communication but still had inaccuracies.
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The studies illustrate the complex nature of second language acquisition and importance of considering both accuracy and ability over time.
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The document summarizes two case studies on second language acquisition. The first case study followed a Japanese man named Wes learning English in Hawaii over three years through naturalistic exposure. It found that while his grammar accuracy did not reach native levels, he developed communication abilities. The second case study compared two boys, J from Portugal and R from Pakistan, learning English in a classroom setting in London. It found that both were able to perform simple requests and their abilities developed sequentially despite different first languages. The studies illustrate the complexity of second language acquisition.
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This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
Chapter1
The document summarizes two case studies on language acquisition:
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2) A study of two boys, J and R, learning English requests in a London classroom over 1-2 years, which found they progressed through developmental sequences to perform requests formulaically.
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The document discusses several topics related to language use and education in the Philippines based on questions asked:
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The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. Some key points:
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- MTB-MLE helps students understand lessons better and develop a sense of nationalism and cultural identity. It reduces dropout rates compared to only using English for instruction.
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Bilingualism and Bilingual Education by Christine Joanne Librero-DesacadoChristine Joanne Librero Desacado
This document summarizes several key issues in bilingual education in the Philippines. It discusses 1) the difficulty of defining the functions and roles of English, Pilipino, and Spanish in schools, 2) problems determining when to introduce and transition between these languages, 3) low academic achievement that can result, 4) issues of divided linguistic allegiance between languages, and 5) the problem of language mixing. It emphasizes the complexity of language issues in the Philippines given the desire to use native languages, English for economic reasons, and the role of Pilipino as a national unifying language.Ppt alejandra delgado_mejia
This document discusses a proposed research study that will analyze how intonation patterns in Spanish affect English spoken by Spanish speakers. Specifically, it will look at how Spanish intonation patterns influence English tag questions. The study will select 4 Spanish-speaking English language learners at the B2 level to observe their speaking tasks, recordings, and interviews. It will use a case study approach and data triangulation to compare observations with interviews and tasks. The goal is to determine which aspects of Spanish phonology influence English intonation acquisition and identify differences in intentions between Spanish and English tag questions.
The origins of language curriculum development (S2)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
...
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
Ictpresentationgroup8 200318073203
1) The study investigated how university students improved their English pronunciation through the online tool Voki.
2) 22 students used Voki to practice pronunciation of minimal pairs, diphthongs, and connected speech.
3) Results found most students agreed that using ICT tools like Voki helped improve their pronunciation and they enjoyed integrating technology into learning.
Ict presentation group 8
1. A study examined the use of the online tool Voki to improve English pronunciation among university students in a Pronunciation module.
2. Students engaged in activities on minimal pairs, diphthongs, and connected speech using Voki and were surveyed on their experience.
3. Results showed most students had a positive attitude towards using ICTs for pronunciation and believed it helped improve their skills, though some struggled with certain pronunciation elements and network issues arose.
2013.ICLLCS.Budsaba published article
The document summarizes a study that investigated Thai university students' attitudes toward different models of English pronunciation. A questionnaire was administered to 387 first and second year students to collect information on their experiences with native and ASEAN varieties of English, as well as their attitudes toward native, intelligible, and World Englishes models. Results showed that students had more favorable attitudes toward native-like pronunciation as the goal of learning English despite recent discussions promoting intelligible models.
Interdental Consonant Sound Errors Made by First Semester Students of English...
Interdental Consonant Sound Errors Made by First Semester Students of English...Vision: Journal for Language and Foreign Language Learning
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.Learning English beyond the classroom by Jack C. Richards 2014
Learning English beyond the classroom by Jack C. Richards 2014Pontificia Universidad Católica del Ecuador
This excellent article describes the current use of different technological gadgets that are being used in different contexts to teach and learn English using technology. Dr. Richards also explains its academic relevance through hands-on examples. English CG 2023.pdf
The document provides an overview of the curricula for languages in the K to 12 Program in the Philippines. It discusses the background and rationale for learning languages, which is to effectively communicate and understand the world. The design of the languages curricula recognizes the importance of learning in the first language to establish a strong foundation for literacy development. It introduces new learning areas for the first language in Grade 1 focused on oral language and reading/literacy skills. Starting in Grade 2, Filipino and English are offered simultaneously to build on skills learned in the first language and transition to proficiency in those languages. The overall goals of the curricula are to develop literacy, communicative competence, and cultural identity.
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A study on intonation as a means of conveying deontic modality in English.pdf
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Bilingualism and Bilingual Education by Christine Joanne Librero-Desacado
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The origins of language curriculum development (S2)
The origins of language curriculum development (S2)
Working With Culturally and Linguistically Diverse StudentsCha.docx
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PFDPD
El programa de formación y desarrollo profesional docente en inglés de la escuela de Ciencias del Lenguaje de la Universidad del Valle.
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A meaningful proposal for trainers of trainers Jesus Castillo
- 1. A meaningful proposal for trainers of trainers Jesús Antonio Castillo Lozano Cali, Diciembre 4 de 2017
- 2. PRESENTATION TOPICS. Participation in the III Coloquio Internacional sobre interdisciplinariedad en la formación del Licenciado en Lenguas Extranjeras Experience in improving pronunciation of students of first semester at USC through teaching phonetics.
- 4. This is the way the government sees the inequality of education between rich and poor people in Colombia
- 5. COLOMBIA Very well! Programa Nacional de Inglés 2015 – 2025 Three components: • Teachers training and pedagogical material. • Accompaniment and Financing for superior education. • Articulation with the productive sector
- 6. General Objetive of the Research Program To evaluate the impact of the formal teaching of the suprasegmental aspects in the English phonetics of the participant students in this research and its incidence in the pronunciation of some of the sounds that are considered to be the most difficult for them.
- 7. Specific Objetives To determine which are some of the most difficult English phonemes to be pronounced and learned in the first semester students in the Bachelor’s Degree in Foreign Languages English and French at Santiago de Cali University. To verify the incidence of the mother tongue of the participants of this study in the English Phonetic learning. To determine some didactic strategies for teaching English Phonetic.
- 8. Phonetics (Barrera and Benitez 2009) There is no correlation between the phoneme and grapheme Acompanim ent of the curriculum by different entities National and internationa l exams Context and lingüistic manifestatio n Justification
- 9. 1. Silent Way: Caleb Gattegno. Based on a humanistic approach that encourages the learning by discovering. Independence and autonomy and responsibility in students is an important issue. The teacher is a facilitator and there are material or elements such as colored rods, charts, stones used to introduce vocabulary (colors numbers, adjectives, verbs and syntax) 2. (Barrera Benitez, 2009): When learning English, we must know its phonetic because: a. It doesn’t exist any correlation among them because the words are pronounced differently to the way they are written. b. The improvement of the pronunciation and recognition of the stress of the Words. c. Recognition of the American or British accent. d. When a person knows he or she has mistakes in pronunciation, he or she can feel inconfident.
- 10. PHONETIC According to Lador & Fries (1999) phonetic is the study of the physical sounds of the human speech. Llisterri Boix (1999, p.17) says that Phonetic is “the study of the sounds used in natural languages and taking into account that the sounds of speech are primordial elements of the communication system when establishing a division inside the phonetic; taking into account the vocal and the hearing nature of language”.
- 11. Phonemes in the research / æ /, / ɪ /, / ə / and / ɜ: /, Phonemes in the first intervention / æ /, / e /, / ɪ /, / ə /, / ɜ:/, / dʒ /, / θ /, y / ð /
- 16. In a restaurant: A. Hello, can I help you? B. Yes, I would like a cheese Burger please. C. OK. Here you are. B. Thank you.