Un resumen de los mĂŠtodos y filosofĂas que han influido en la prĂĄctica de la enseĂąanza de la lengua inglesa. Una visiĂłn crĂtica sobre la pedagogĂa del lenguaje y su valor histĂłrico
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Teaching of English: A Plea for Practical AttitudeParth Bhatt
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English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on..
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
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Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
VenTESOL Social Media for Effective Teacher DevelopmentAndrĂŠs Ramos
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How can we develop professionally 24/7 all year-round? We make efforts to attend national and local ELT conferences; but we long for reliable sources and ways to coach ourselves and one another, access to content that can help us make a difference in our teaching practice. And we need all this accomplished affordably and realistically, in the context of our realities and constraints, namely time and money, as we struggle with the priorities of our daily lives. To address this need, along with ELT events, projects and activities, VenTESOL has been deploying a variety of social media outlets where we can access and engage with content and contacts that we can customize to our teacher development purposes, the coverage of our cell phones, the capacity of our devices and the width of our internet connection. Letâs connect age-old principles of research methodology to our personal use of simple, ubiquitous social media platforms at this BYOD (bring your own device) workshop where you have the power of knowledge at your fingertips. Discover the hashtags, tips, and shortcuts where a community of teachers helping teachers will help you succeed at your strife for excellence.
Un resumen de los mĂŠtodos y filosofĂas que han influido en la prĂĄctica de la enseĂąanza de la lengua inglesa. Una visiĂłn crĂtica sobre la pedagogĂa del lenguaje y su valor histĂłrico
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Teaching of English: A Plea for Practical AttitudeParth Bhatt
Â
English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on..
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Â
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
VenTESOL Social Media for Effective Teacher DevelopmentAndrĂŠs Ramos
Â
How can we develop professionally 24/7 all year-round? We make efforts to attend national and local ELT conferences; but we long for reliable sources and ways to coach ourselves and one another, access to content that can help us make a difference in our teaching practice. And we need all this accomplished affordably and realistically, in the context of our realities and constraints, namely time and money, as we struggle with the priorities of our daily lives. To address this need, along with ELT events, projects and activities, VenTESOL has been deploying a variety of social media outlets where we can access and engage with content and contacts that we can customize to our teacher development purposes, the coverage of our cell phones, the capacity of our devices and the width of our internet connection. Letâs connect age-old principles of research methodology to our personal use of simple, ubiquitous social media platforms at this BYOD (bring your own device) workshop where you have the power of knowledge at your fingertips. Discover the hashtags, tips, and shortcuts where a community of teachers helping teachers will help you succeed at your strife for excellence.
Social Media in ELT: A Case for PinterestAndrĂŠs Ramos
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In our midst, many teachers and schools cannot afford proprietary Virtual Learning Environments (VLEs). Some teachers have developed modest to moderate digital skills, and feel that open-source or free VLEs are overwhelming. How can we accessibly and manageably include online activity in our teaching? We can resort to general-purpose social media. Why? Because students use them for personal purposes, and so do teachers. Besides, they are pervasive, and adapting them to ELT is simpler than perceived. At this workshop, an analysis of leading social media in the light of generally accepted criteria for the educational cycle will be made. Such analysis will lay the foundation to apply an A-B-C (âaggregate, bookmark, and curateâ) rationale to Pinterest, and practice classroom-ready strategies suitable for ESOL educators and learners. Witness firsthand how to manage announcements, post and share content, give feedback, and assess portfolios made by your students with Pinterestâs tools assisting your syllabus and face-to-face class activity. Whether you have a smartphone or not, your line still has internet MBs or ran out of them, you always use computers or occasionally check your e-mail at a cybercafĂŠ, this session is for you!
Everyone has their own take on work (love, hate, or everything in between). Why is it important? How can I instill it as part of my English class? What are the benefits for our lives, subject, and across the curriculum? Find some answers and ideas here!!
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
Inclusive Education in ELT - Education for AllMercedes Viola
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Education should be inclusive at all levels and ensure the access of disabled children and teenagers to the same general education offered to all.
Inclusive Education means all students can fully participate in any mainstream school, college or university. It is a process of addressing and responding to the diversity of needs of all learners.
Since English is being taught in most schools and universities, it plays a crucial role in the design of an inclusive curriculum.
In this talk we will look at what inclusive Education implies and how we, English teachers, can create meaningful learning experiences for all.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
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English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation âBlue Starâ 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.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
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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.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
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Articulation, Audio Lingual Method ,and World Englishes: Implications to ELT
1. Articulation, Audio-lingual Method
and World Englishes:
Implications to ELT
Junnie Armel T. Salud
UST Graduate School
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2. âThe most socially useful learning in the modern
world is the learning of
the process of learning; a continuing
openness to experience
and incorporation into
oneself of the process of change.â
--Carl Rogers
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4. Celce-Murcia (2001):
Fluctuations and Shifts
*Why?
-Lack sense of history of their profession
-Unaware of the historical bases of the methodological options
Prior to the 20th century:
*(1) Getting learners to use a language (i.e. to speak and understand it)
(2) Getting learners to analyze a language
(i.e. to learn its grammar rules)
Articulation and
Audiolingual Method (US) / Oral-Situational Approach (UK)
*In the history of teaching the prosodic features of the language,
there are very few approaches, methods, and theories
in relation to teaching and correcting mispronunciation.
They are intuitive-imitative approach
and analytical-linguistic approach
(Celce-Murcia,1997).
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5. âAn intuitive-imitative approach depends on the learners ability to
listen and to imitate the rhythm and sounds of the target language
without the intervention of any explicit informationâ-Celce-Murcia,1997
ď This approach presupposes good models to be imitated; native
speakers and phonograph records (e.g. audiocassettes and cds)
âAn analytic-linguistic approach, on the other hand, utilizes information
and tools such as a phonetic alphabet, articulatory descriptions, parts
of the vocal apparatus, contrastive information, and other aids to
supplement listening, imitation, and productionâ
ď It focuses on the sounds through contrastive minimal pair drills
and focuses on the problem-causing sounds of the target language
to the learners and is a complementary to the intuitive-imitative
approach.
â
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7. AUDIO-LINGUAL METHOD
-Lessons begin with dialogues
-Mimicry and memorization are used
-Grammatical structures are sequenced and rules are taught inductively
-Skills are sequenced. Listening, speaking âreading, writing postponed
-Pronunciation is stressed from the beginning
-Vocabulary is severely limited in initial stages
-A great effort is made to prevent learner errors
-Language is often manipulated without regard to meaning or context
-The teacher must be proficient only in the structures, vocabulary, etc. that
he/she teaching since learning activities and materials are carefully
controlled.
BEHAVIORIST
Imitation Theory / Reinforcement theory
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9. Now is an era marked by the significant
spread of English worldwide, with speakers
of English as a second, foreign, or other
language outnumbering native speakers
(Jenkins, 2006; McKay,2003).
Do You Speak Global?: The Spread of English and the Implications
for English Language Teaching
(Vol.1. Issue.1. Canadian Journal for New Scholars in Education)
-Tonje M. Caine
University of Calgary
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10. World Englishes
The Spread of English as an
international language has changed
our conception of both the language
and how it should be taught.
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11. Discussion
âIs the control of
English shifting away
from American and
British native
speakers?â
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13. Recent estimates cite the number of nonnative speakers of English as
double (Kachru,1996), triple (Pakir, 1999), or, generously, quadruple
(Kachru, 1996) the number of native speakers worldwide. With this
spread projected to continue (Graddol, 1997), English language
teachers must consider the implications for teaching and learning
(Jenkins, 2006; Yano, 2001).
The Spread of English:
The Concentric Circles of English
(Kachru, 1996)
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15. Bhatt (2001) also attributed the success of the spread of English to
âthe economic conditions that created the commercial supremacy
of the United Kingdom and the United Statesâ and went further,
citing this âeconocultural modelâ as guaranteeing the continued
spread of the language. In fact, Brutt-Griffler (1998) pinpointed
the world econocultural model as âthe center of gravity around
which the varieties of world Englishes revolveâ with the
evolution of English as a global language paralleling the
development of this world econocultural system. English, then,
has successfully established itself as the preferred means of
communication in
complex global relations
with the attendant power accompanying this
position.
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16. At present, English goes by many names. It has been dubbed an
international language, a lingua franca, a global language, and a world
language (Erling, 2005; Jenkins, 2006; McArthur, 2004).
In addition, led by scholars such as Kachru, English has developed a plural
sense, with its different varieties designated world Englishes and the
ensuing acronym, WE; these uses denote the essential plurality and
inclusivity that informs the conception of English (Bhatt, 2001; Bolton,
2005; Jenkins, 2006; Kachru, 1996). Although at times confusing, Erling
(2005) emphasized the important notion underlying these monikers:
âThese proposals place emphasis on functional uses of the language
instead of geographical varieties and recognize that English
can be used as a language of communication without necessarily being a
language of identificationâ
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17. Erling (2005) underlined the need for changes
to ELT practice:
âMore important than finding an appropriate
name for English is ensuring that ELT
professionals around the world move their
practice away from an ideology that privileges
L1 (âinner circleâ) varieties. The language must
be taught as a means of intercultural
communication and critical analysis.
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18. Implications of the spread to ELT
What are the implications
of the global spread of
English ELT
professionals might need
to be aware of and attend
to?
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20. Which English? Whose standards?
What David Crystal
saysâŚ
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21. -employ culturally sensitive second language
teaching methodologies appropriate to the teaching
context as in the approach known as ethnography of
communication (Bhatt, 2001)
-âmodels of teaching and
learning need therefore to reflect the sociocultural
ethos of the context of teaching/learning.â
(Bhatt, 2001)
-â[English] as an international language,
belongs to its users, and as such it is the usersâ
cultural content and their sense of the
appropriate use of English that should inform
language pedagogy.â
(McKay, 2003)
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22. âDespite the strength of counter arguments, the
belief in native speaker ownership persists among both native
and nonnative speakers â teachers, teacher educators and
linguists alike, although it is often expressed with more subtlety
than it was in the pastâ With this viewpoint so firmly
entrenched, it is no wonder present day English teachers,
teacher educators, researchers, and students maintain the
fallacious notion that the ultimate goal of English language
learning is native-like proficiency.â
(Jenkins,2006)
âContinuing to uphold native speaker standards as the end goal
of English language learning will only serve to reinforce the
language learnerâs status as a language outsider destined for
perpetual failure.â
(Graddol, 2006).
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23. âTransforming conceptions of
language learning to
accommodate changes in the
many conceptions of English
requires raising the awareness of
teachers and students alike to the
variety of WEs currently in use
and developing.â
(Cook, 1999; Jenkins, 2006).
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24. Conclusion:
English is recognized as an international language, with nonnative
speakers of English outnumbering native speakers. This global spread
requires not only a shift in our conception of English, but also a shift in
ELT practice.
Therefore, some changes in the ff factors are proposed:
1.Teaching Materials : in consideration of WE
2.Increased Exposure to WEs
3.Public Edification
4.Teacher Education
5.Instruction and Assessment
6.Eradicate the native speaker model and honor the pluricentricity
of English
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26. References
Caine, T. (2008). Do you Speak Global?: The Spread of English and its
Implications in ELT. Canadian Journal for New Scholars in Education.
Vol1. Issue 1.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign
Language. USA: Heinle and Heinle
Demirezen, M. (2010). The Principles and Applications of the Audio-
lingual Pronunciation Rehabilitation Model in Foreign Language
Teacher Education. Journal of Language and Linguistics. Vol.6 No.2
Kirkpatrick, A. (2007). World Englishes: Implications for International
Communication and English Language Teaching. UK: Cambridge
Wang, H. & Hill, C. (2011). A Paradigm Shift for ELT in Asia: From
Imposition to Accommodation. The Journal of Asia TEFL. Vol.8.
No.4,. p. 205-232
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