Certificate Coursera shapinglandscape 2015
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Ana Lúcia de Almeida Scordi e Silva successfully completed an online 5-week English language teaching course from Coursera with distinction. The course introduced teaching methods such as using authentic materials, pair and group work, critical thinking, learner feedback and assessment, and language in context. It was offered through the U.S. Department of State and University of Oregon.
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This recommendation suggests providing intensive small-group reading interventions for English learners who are struggling with reading. It is based on evidence from four randomized controlled trials showing that interventions focusing on the five core reading elements (phonological awareness, phonics, fluency, vocabulary, and comprehension) through explicit instruction in small groups can improve students' reading abilities. The interventions used programs like Enhanced Proactive Reading and took 30-50 minutes per day, involving direct instruction and practice in key reading skills. Teachers should use such an intervention program, give students multiple opportunities to respond and practice reading, and provide clear feedback.
PPT the Grade 8 and the student's language
This document outlines the research plan to study the importance of fluency in English for English major students at DEBESMSCAT. It will use a qualitative approach including a literature review, survey of 20 second-year English major students using a questionnaire, and analysis to determine factors that influence English fluency and its impact on academic performance. The study is grounded in theories of adaptation, sociocultural learning, and choice to provide a framework for understanding language acquisition.
ANTHOLOGIES - ELI FALL 2023
The following anthologies are entirely prepared by ELI students during the semester term they spend studying at the English Language Institute (ELI) at the College of Staten Island/CUNY.
They prepare this academic work while having classes of grammar, reading and writing, communications, and TOEFL preparation workshops, with the supervision of their ELI teachers. Topics are chosen by ELI students and teachers and they reflect personal points of view of the topics selected and facts and information researched by them.
ELI students dedicate time to make the best articles and carefully prepare their essays in and outside class. All ELI students participate, from beginning to advanced level. ELI wants to show their work considering their English level in order to become an academic tool for future English-learning students.
Most of all, ELI wants to show content related to topics students may have experienced while studying English in New York, an important topic in their home country, a current issue, or any other topic they decided to write about.
ELI is very proud of the academic work that represents the outcomes of each student, who not only learns English as a language but also is capable of expressing meaningful content-based language.
Enjoy reading the anthologies!
Jonathan howard school landscape part 1
This document summarizes key aspects of the language landscape and resources for English language learners at a diverse high school. It finds that 20% of students are current or former English learners representing 34 languages. While English is the primary language on campus, some textbooks are from other countries and a few words in other languages appear in signage. The school promotes inclusion through diverse cultural displays and language-focused clubs. It provides specialized English learner courses and support while integrating students in mainstream classes for most of the day.
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
A comparative study of secondary school students’ performance
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
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THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS...
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HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...
A comparative study of secondary school students’ performance
A comparative study of secondary school students’ performance
Certificate Coursera shapinglandscape 2015
- 1. coursera.org Statement of Accomplishment WITH DISTINCTION FEBRUARY 16, 2015 ANA LÚCIA DE ALMEIDA SCORCI E SILVA HAS SUCCESSFULLY COMPLETED THE U.S. DEPARTMENT OF STATE AND UNIVERSITY OF OREGON'S ONLINE OFFERING OF Shaping the Way We Teach English, 1: The Landscape of English Language Teaching This five-week online teacher training course (approximately 30 hours of work) introduces English language teaching methods, including using authentic materials, pair and group work, critical and creative thinking, learner feedback and assessment, and language in context. DEBORAH HEALEY, PH.D. AMERICAN ENGLISH INSTITUTE/DEPARTMENT OF LINGUISTICS, UNIVERSITY OF OREGON JEFFREY M. MAGOTO AMERICAN ENGLISH INSTITUTE, UNIVERSITY OF OREGON ELIZABETH HANSON-SMITH, PH.D. AMERICAN ENGLISH INSTITUTE, UNIVERSITY OF OREGON PLEASE NOTE: THE ONLINE OFFERING OF THIS CLASS DOES NOT REFLECT THE ENTIRE CURRICULUM OFFERED TO STUDENTS ENROLLED AT THE UNIVERSITY OF OREGON. THIS STATEMENT DOES NOT AFFIRM THAT THIS STUDENT WAS ENROLLED AS A STUDENT AT THE UNIVERSITY OF OREGON IN ANY WAY. IT DOES NOT CONFER A UNIVERSITY OF OREGON GRADE; IT DOES NOT CONFER UNIVERSITY OF OREGON CREDIT; IT DOES NOT CONFER A UNIVERSITY OF OREGON DEGREE; AND IT DOES NOT VERIFY THE IDENTITY OF THE STUDENT.