App for ll
•Download as PPTX, PDF•
0 likes•50 views
Instagram can be used to facilitate communicative language teaching by encouraging interaction in the target language and leveraging students' personal experiences, it can help expand vocabulary through tagged posts, and develop writing skills by having students describe the context behind posts. Benefits include providing authentic materials, promoting learner autonomy, enabling differentiation, and boosting motivation. Limitations include content sometimes requiring a VPN to access, and students potentially being unwilling to share private account content.
Report
Share
Report
Share
Recommended
Yohana materials develpment for elt
Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
Good times 1
This document summarizes a lesson plan for a 3rd grade class of 30 students over 2 weeks to develop communicative skills around seasonal weather topics. The lesson will use constructivist methodology with the teacher as a facilitator. Students will identify weather characteristics and vocabulary for each season through interactive software, videos, games, stories and computer activities. Resources will include websites on beaches, autumn trees, sunny graphics and a storybook.
Tst presentation
Barriers to communication in the classroom can negatively impact students' learning. There are several types of barriers, including status differences and prejudice, language barriers, distractions, listening barriers, personality differences, cultural barriers, peer pressure, emotional barriers, and boring lessons. These barriers prevent effective exchange of ideas between students and teachers, making it difficult for students to understand concepts and set goals for their education. Addressing communication barriers can help improve learning outcomes for pupils.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
3. introduction to programme
The document outlines the Te Reo Maori program at Everglade Primary School. The program aims to implement the Treaty of Waitangi and support both Maori culture and a dual cultural heritage. The compulsory program includes at least 30 minutes per week of planned Te Reo activities to develop students' understanding and ability to speak the language. It also helps students understand Maori values, customs, and thinking skills. The school celebrates Maori culture school-wide and has resources to support learning Te Reo and Tikanga Maori. The goal is for students to progress in their Te Reo proficiency according to the New Zealand Curriculum levels.
Mother tongue-based-multilingual-education (1)
Language is the foundation of culture and shapes reality according to the Sapir-Whorf hypothesis. UNESCO supports using a child's mother tongue in education as well as bilingual/multilingual and intercultural education. Mother Tongue-Based Multilingual Education (MLE) begins instruction in a child's first language and uses more than two languages. MLE programs have shown educational and social benefits such as producing multi-literate, multilingual, and multicultural learners.
Issues on using mother tongue in the language
This document discusses issues around the use of mother tongue in language classrooms where English is taught as a foreign language. It defines mother tongue as the first language learned from birth. The document outlines reasons why teachers and students may use the mother tongue, such as to explain meanings, teach grammar, or help students feel more comfortable. It also discusses strategies teachers can use to minimize mother tongue use, like translation activities. Both advantages, like reducing anxiety, and disadvantages, like over-reliance on translation, of using the mother tongue are presented. In conclusion, the document recommends a balanced approach between using the target language and mother tongue when necessary.
THE NATURE, GOALS, AND CONTENT OF THE LANGUAGE SUBJECT AREAS
This document discusses the nature and structure of language. It covers the main components of language including listening, speaking, reading, writing and viewing. It identifies causes of non-readers in the Philippines such as lack of parental involvement, inappropriate teaching materials/techniques, and poverty. The core building blocks of language are defined as phonemes, morphemes, phrases and sentences. Syntax, creative/dynamic properties, and meaning are also examined. The purposes of language teaching in the Philippines are outlined, and the constitution's provisions around Filipino and English are summarized, along with DepEd's plan to use 12 major dialects as the medium of instruction starting in 2012.
Recommended
Yohana materials develpment for elt
Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
Good times 1
This document summarizes a lesson plan for a 3rd grade class of 30 students over 2 weeks to develop communicative skills around seasonal weather topics. The lesson will use constructivist methodology with the teacher as a facilitator. Students will identify weather characteristics and vocabulary for each season through interactive software, videos, games, stories and computer activities. Resources will include websites on beaches, autumn trees, sunny graphics and a storybook.
Tst presentation
Barriers to communication in the classroom can negatively impact students' learning. There are several types of barriers, including status differences and prejudice, language barriers, distractions, listening barriers, personality differences, cultural barriers, peer pressure, emotional barriers, and boring lessons. These barriers prevent effective exchange of ideas between students and teachers, making it difficult for students to understand concepts and set goals for their education. Addressing communication barriers can help improve learning outcomes for pupils.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
3. introduction to programme
The document outlines the Te Reo Maori program at Everglade Primary School. The program aims to implement the Treaty of Waitangi and support both Maori culture and a dual cultural heritage. The compulsory program includes at least 30 minutes per week of planned Te Reo activities to develop students' understanding and ability to speak the language. It also helps students understand Maori values, customs, and thinking skills. The school celebrates Maori culture school-wide and has resources to support learning Te Reo and Tikanga Maori. The goal is for students to progress in their Te Reo proficiency according to the New Zealand Curriculum levels.
Mother tongue-based-multilingual-education (1)
Language is the foundation of culture and shapes reality according to the Sapir-Whorf hypothesis. UNESCO supports using a child's mother tongue in education as well as bilingual/multilingual and intercultural education. Mother Tongue-Based Multilingual Education (MLE) begins instruction in a child's first language and uses more than two languages. MLE programs have shown educational and social benefits such as producing multi-literate, multilingual, and multicultural learners.
Issues on using mother tongue in the language
This document discusses issues around the use of mother tongue in language classrooms where English is taught as a foreign language. It defines mother tongue as the first language learned from birth. The document outlines reasons why teachers and students may use the mother tongue, such as to explain meanings, teach grammar, or help students feel more comfortable. It also discusses strategies teachers can use to minimize mother tongue use, like translation activities. Both advantages, like reducing anxiety, and disadvantages, like over-reliance on translation, of using the mother tongue are presented. In conclusion, the document recommends a balanced approach between using the target language and mother tongue when necessary.
THE NATURE, GOALS, AND CONTENT OF THE LANGUAGE SUBJECT AREAS
This document discusses the nature and structure of language. It covers the main components of language including listening, speaking, reading, writing and viewing. It identifies causes of non-readers in the Philippines such as lack of parental involvement, inappropriate teaching materials/techniques, and poverty. The core building blocks of language are defined as phonemes, morphemes, phrases and sentences. Syntax, creative/dynamic properties, and meaning are also examined. The purposes of language teaching in the Philippines are outlined, and the constitution's provisions around Filipino and English are summarized, along with DepEd's plan to use 12 major dialects as the medium of instruction starting in 2012.
How to teach english with technology - Chapter 7 (Part 1)
Social software such as blogs, wikis, and podcasts allow people to connect, communicate, and collaborate online. Blogs can consist of written text, pictures, audio, and video on various topics and can be created by teachers, individual students, or entire classes. Blogs provide learners with a real-world tool to practice their written English and connect with other learners. Teachers must allow time for students to write, rewrite, and check their blog posts before publication to ensure accuracy and awareness of audience.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
Hiroshima JALT 2013 - Content Based Instruction
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
2 presentacion call activity 6
Computer assisted language learning has evolved over time based on theories of language teaching. Early behavioristic CALL in the 1950s presented material individually, while communicative CALL in the 1970s focused on using grammar implicitly and communicating rather than just forms. Today, computers provide tools for language learning through programs for grammar, listening, pronunciation and reading. Communicative CALL is based on learning, while integrated CALL utilizes multimedia and internet resources in language instruction.
Ppp4
This document discusses the importance of learning foreign languages and their cultures. It states that English has become the global lingua franca for communication between speakers of different languages. Learning another language gives one the ability to understand other cultures better and promotes tolerance. The document advocates teaching cultural aspects along with the language to avoid stereotypes and educate students. It also outlines objectives, competencies, contents, methodology and evaluation criteria for foreign language education with a focus on sociocultural knowledge and intercultural awareness.
Mother Tongue Based Multilingual Education
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It outlines some common misconceptions about only using a student's first language or that it hinders learning a second or third language. The goals of MTB-MLE are to create literate, critical thinkers who are lifelong learners and preserve cultural heritage. Data from early grade reading assessments show inequities in performance between students and a need to address issues like exposure to reading and a culture of learning. Problems implementing MTB-MLE include a lack of materials, unprepared teachers, and differing ideologies. Solutions proposed are increasing awareness through training and empowering communities while lessening misinformation. A shift in ideology is
School landscape part 1 (2)
- The school has a dual immersion program with 193 students who speak both English and another language. The program aims to create a bilingual and multicultural student body.
- ELL students spend one class per day in an ELD room but are fully included in mainstream classes and activities to prevent isolation.
- The school provides a positive, respectful environment for ELL students and their families, with teachers, staff, signs and documents available in multiple languages, which research shows supports academic success.
Mother Tongue-Based Multilingual Education in the Philippines
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It notes that the Philippines has over 7,000 islands and 181 languages, presenting a challenge for language education policy. In 2009, the Department of Education (DepEd) issued an order emphasizing the use of more than two languages for literacy and instruction. Research shows students learn to read and write faster in their first language and perform better overall. However, some challenges remain in fully implementing MTB-MLE, such as lack of instructional materials and reluctance from some parents and teachers.
MULTILINGUAL CHARACTERS OF CURRICULUM
This document discusses language and multilingual education. It defines key terms like language, mother tongue, bilingual, and multilingual. It describes multilingual education as beginning in a student's native language and transitioning to additional languages. The principles of multilingual education are to use the home language, promote social equality through multilingualism, and encourage cultural understanding. Stages include initial learning in the mother tongue with later introduction of additional languages for literacy and subjects. Examples from Odisha, India are provided.
MTB - MLE
The document discusses the Mother Tongue-Based Multilingual Education (MTB-MLE) approach implemented by the Department of Education in the Philippines. The goals of MTB-MLE are to develop children's cognitive and reasoning skills using their native language initially, with a transition to Filipino and English, while preserving Philippine cultures. It identifies 12 major languages for the approach. MTB-MLE is important as it provides learners a strong foundation in their first language and acts as a bridge to additional languages, helping children perform better in their education over time.
Module 5 PP
This document discusses resources for language learning, including textbooks, technology, and authentic materials. It emphasizes that resources should be engaging, informative, relevant, culturally appropriate, fun, easy to use, purposeful, varied, and age-appropriate. Both textbooks and authentic materials like photographs, maps, and interactions with native speakers are described as important resources if used creatively to scaffold learning. The document stresses that resources must be evaluated on an ongoing basis to ensure they provide interculturally appropriate learning opportunities and remain relevant to contemporary language and culture.
Chihling Chao Timeline
This document provides a personal timeline of the author's experiences with educational technology from childhood through college and their vision for the future. It outlines the technologies the author encountered at different stages of education from kindergarten through college. These ranged from televisions in kindergarten to IBM computers in high school and software like Lotus and email programs in college. The author defines educational technology as a multi-channel learning environment and provides links to historical overviews. Their vision is of a global mobile classroom where students can learn anywhere, anytime.
Mother tongue based multilingual education
This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.
Nature and Purpose of Teaching English (Language)
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
Using authentic materials
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Content based instruction
Content-based instruction is an approach that combines language and content learning. Students study academic subjects while also learning a foreign language. The teacher's role is to assist learners by providing content. Activities include vocabulary building, communicative activities in pairs or groups, and using authentic materials like videos or pictures. Some examples of other curriculum designs that focus on content are language across the curriculum, immersion education, programs for immigrants or students with limited English proficiency, and language for specific purposes. Content-based instruction has advantages like being more interesting and motivating for students, allowing students to become more independent and confident while also gaining thinking and collaborative skills. It also better reflects learners' needs by providing two benefits of knowledge and language
Advantage & disadvantage of learning through mother tongue
The document discusses the advantages and disadvantages of learning through one's mother tongue. The key advantages are that it minimizes student burden and costs by eliminating language barriers, allows students to easily master content, and increases critical thinking and emotional connection to the material. The main disadvantage is that students then face difficulties shifting to other languages like English for higher education or global communication, and learning only through their mother tongue limits their ability to connect with other languages and cultures.
Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
Content Based Instructional Approach por Camila Barrera
This document discusses Content-Based Instructional Approach (CBI), which emphasizes learning about something through a subject matter rather than just learning about the language itself. Some key principles of CBI are that people learn a second language more successfully when they use it to acquire information, and that CBI better reflects learners' needs. Theories discussed are that language is purposeful, text-based and discourse-based, and integrates skills. Learning theories highlighted are that people learn best when information is interesting/useful and addresses their needs, building on prior experience. Objectives of CBI include developing language skills, learning strategies, academic skills, and understanding English-speaking cultures. Syllabi focus on language goals through interest-based
Professional development july 2014
This document summarizes a professional development session on creating language architects. It discusses the importance of building a strong language base and how the base influences other skills. It also examines Vygotsky's zone of proximal development and using scaffolding to promote language development. Additionally, it discusses integrating language skills through approaches like content-based instruction, task-based instruction, and project-based instruction to allow for well-rounded student development.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
More Related Content
What's hot
How to teach english with technology - Chapter 7 (Part 1)
Social software such as blogs, wikis, and podcasts allow people to connect, communicate, and collaborate online. Blogs can consist of written text, pictures, audio, and video on various topics and can be created by teachers, individual students, or entire classes. Blogs provide learners with a real-world tool to practice their written English and connect with other learners. Teachers must allow time for students to write, rewrite, and check their blog posts before publication to ensure accuracy and awareness of audience.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
Hiroshima JALT 2013 - Content Based Instruction
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
2 presentacion call activity 6
Computer assisted language learning has evolved over time based on theories of language teaching. Early behavioristic CALL in the 1950s presented material individually, while communicative CALL in the 1970s focused on using grammar implicitly and communicating rather than just forms. Today, computers provide tools for language learning through programs for grammar, listening, pronunciation and reading. Communicative CALL is based on learning, while integrated CALL utilizes multimedia and internet resources in language instruction.
Ppp4
This document discusses the importance of learning foreign languages and their cultures. It states that English has become the global lingua franca for communication between speakers of different languages. Learning another language gives one the ability to understand other cultures better and promotes tolerance. The document advocates teaching cultural aspects along with the language to avoid stereotypes and educate students. It also outlines objectives, competencies, contents, methodology and evaluation criteria for foreign language education with a focus on sociocultural knowledge and intercultural awareness.
Mother Tongue Based Multilingual Education
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It outlines some common misconceptions about only using a student's first language or that it hinders learning a second or third language. The goals of MTB-MLE are to create literate, critical thinkers who are lifelong learners and preserve cultural heritage. Data from early grade reading assessments show inequities in performance between students and a need to address issues like exposure to reading and a culture of learning. Problems implementing MTB-MLE include a lack of materials, unprepared teachers, and differing ideologies. Solutions proposed are increasing awareness through training and empowering communities while lessening misinformation. A shift in ideology is
School landscape part 1 (2)
- The school has a dual immersion program with 193 students who speak both English and another language. The program aims to create a bilingual and multicultural student body.
- ELL students spend one class per day in an ELD room but are fully included in mainstream classes and activities to prevent isolation.
- The school provides a positive, respectful environment for ELL students and their families, with teachers, staff, signs and documents available in multiple languages, which research shows supports academic success.
Mother Tongue-Based Multilingual Education in the Philippines
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It notes that the Philippines has over 7,000 islands and 181 languages, presenting a challenge for language education policy. In 2009, the Department of Education (DepEd) issued an order emphasizing the use of more than two languages for literacy and instruction. Research shows students learn to read and write faster in their first language and perform better overall. However, some challenges remain in fully implementing MTB-MLE, such as lack of instructional materials and reluctance from some parents and teachers.
MULTILINGUAL CHARACTERS OF CURRICULUM
This document discusses language and multilingual education. It defines key terms like language, mother tongue, bilingual, and multilingual. It describes multilingual education as beginning in a student's native language and transitioning to additional languages. The principles of multilingual education are to use the home language, promote social equality through multilingualism, and encourage cultural understanding. Stages include initial learning in the mother tongue with later introduction of additional languages for literacy and subjects. Examples from Odisha, India are provided.
MTB - MLE
The document discusses the Mother Tongue-Based Multilingual Education (MTB-MLE) approach implemented by the Department of Education in the Philippines. The goals of MTB-MLE are to develop children's cognitive and reasoning skills using their native language initially, with a transition to Filipino and English, while preserving Philippine cultures. It identifies 12 major languages for the approach. MTB-MLE is important as it provides learners a strong foundation in their first language and acts as a bridge to additional languages, helping children perform better in their education over time.
Module 5 PP
This document discusses resources for language learning, including textbooks, technology, and authentic materials. It emphasizes that resources should be engaging, informative, relevant, culturally appropriate, fun, easy to use, purposeful, varied, and age-appropriate. Both textbooks and authentic materials like photographs, maps, and interactions with native speakers are described as important resources if used creatively to scaffold learning. The document stresses that resources must be evaluated on an ongoing basis to ensure they provide interculturally appropriate learning opportunities and remain relevant to contemporary language and culture.
Chihling Chao Timeline
This document provides a personal timeline of the author's experiences with educational technology from childhood through college and their vision for the future. It outlines the technologies the author encountered at different stages of education from kindergarten through college. These ranged from televisions in kindergarten to IBM computers in high school and software like Lotus and email programs in college. The author defines educational technology as a multi-channel learning environment and provides links to historical overviews. Their vision is of a global mobile classroom where students can learn anywhere, anytime.
Mother tongue based multilingual education
This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.
Nature and Purpose of Teaching English (Language)
Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
Using authentic materials
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Content based instruction
Content-based instruction is an approach that combines language and content learning. Students study academic subjects while also learning a foreign language. The teacher's role is to assist learners by providing content. Activities include vocabulary building, communicative activities in pairs or groups, and using authentic materials like videos or pictures. Some examples of other curriculum designs that focus on content are language across the curriculum, immersion education, programs for immigrants or students with limited English proficiency, and language for specific purposes. Content-based instruction has advantages like being more interesting and motivating for students, allowing students to become more independent and confident while also gaining thinking and collaborative skills. It also better reflects learners' needs by providing two benefits of knowledge and language
Advantage & disadvantage of learning through mother tongue
The document discusses the advantages and disadvantages of learning through one's mother tongue. The key advantages are that it minimizes student burden and costs by eliminating language barriers, allows students to easily master content, and increases critical thinking and emotional connection to the material. The main disadvantage is that students then face difficulties shifting to other languages like English for higher education or global communication, and learning only through their mother tongue limits their ability to connect with other languages and cultures.
Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
Content Based Instructional Approach por Camila Barrera
This document discusses Content-Based Instructional Approach (CBI), which emphasizes learning about something through a subject matter rather than just learning about the language itself. Some key principles of CBI are that people learn a second language more successfully when they use it to acquire information, and that CBI better reflects learners' needs. Theories discussed are that language is purposeful, text-based and discourse-based, and integrates skills. Learning theories highlighted are that people learn best when information is interesting/useful and addresses their needs, building on prior experience. Objectives of CBI include developing language skills, learning strategies, academic skills, and understanding English-speaking cultures. Syllabi focus on language goals through interest-based
Professional development july 2014
This document summarizes a professional development session on creating language architects. It discusses the importance of building a strong language base and how the base influences other skills. It also examines Vygotsky's zone of proximal development and using scaffolding to promote language development. Additionally, it discusses integrating language skills through approaches like content-based instruction, task-based instruction, and project-based instruction to allow for well-rounded student development.
What's hot (20)
How to teach english with technology - Chapter 7 (Part 1)
How to teach english with technology - Chapter 7 (Part 1)
Mother Tongue-Based Multilingual Education in the Philippines
Mother Tongue-Based Multilingual Education in the Philippines
Advantage & disadvantage of learning through mother tongue
Advantage & disadvantage of learning through mother tongue
Content Based Instructional Approach por Camila Barrera
Content Based Instructional Approach por Camila Barrera
Recently uploaded
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Recently uploaded (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
App for ll
- 3. https://journals.uair.arizona.edu/index.php/itet/article/view/18274/18091 [Accessed 10 February 2017]
- 4. How to use for teaching Merits Limitations 1. To facilitate a CLT class: - An emphasis on learning to communicate through interaction in the TL. - Learner’s own personal experience as contributing factors to learning. (Nunan, 1991) 2. To expand vocabulary - Use of tags 3. To practice writing skills - Description of the stories behind the posts 4. To correct grammar - Comment on others’ posts 1. Provide authentic materials 2. Allow for learner autonomy 3. Enable differentiation in the classroom (if used as a primary tool in classroom: audio, visual) 4. Boost motivation 1. App inaccessible (Vpn needed) 2. Learners’ unwillingness to share (private content? Personal account?)