Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This chapter examines the challenges of acquiring a second language as an adult, focusing on reducing a foreign accent in English pronunciation. It discusses how early language experience shapes speech perception and production in the brain. For adults, it is difficult to learn new speech sounds that differ from their first language. The chapter outlines a framework of brain plasticity for phonetic learning, exploring concepts like neural sensitivity, efficiency, specificity, and connectivity. It introduces a Speech Assessment and Training software to help overcome first language interference through phonetic training. The chapter concludes by considering implications for second language education and future research.
Approaches in teaching and learning k to 12 Charlyn David
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.
APPROACHES AND METHOD IN LANGUAGE TEACHINGRajputt Ainee
This document provides a brief history of language teaching methods from the 16th century to present. It discusses how Latin was traditionally taught through memorization of grammar rules and translation exercises. In the 19th century, the Grammar Translation Method became dominant, focusing on reading, writing, and translating sentences. Reformers proposed more oral-based methods by the end of the 19th century, leading to the Direct Method which taught exclusively in the target language using everyday vocabulary and inductive grammar instruction. The 20th century saw additional methods developed like the Audiolingual Method, Situational Language Teaching, and later Content-Based and Task-Based approaches.
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This chapter examines the challenges of acquiring a second language as an adult, focusing on reducing a foreign accent in English pronunciation. It discusses how early language experience shapes speech perception and production in the brain. For adults, it is difficult to learn new speech sounds that differ from their first language. The chapter outlines a framework of brain plasticity for phonetic learning, exploring concepts like neural sensitivity, efficiency, specificity, and connectivity. It introduces a Speech Assessment and Training software to help overcome first language interference through phonetic training. The chapter concludes by considering implications for second language education and future research.
Approaches in teaching and learning k to 12 Charlyn David
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.
APPROACHES AND METHOD IN LANGUAGE TEACHINGRajputt Ainee
This document provides a brief history of language teaching methods from the 16th century to present. It discusses how Latin was traditionally taught through memorization of grammar rules and translation exercises. In the 19th century, the Grammar Translation Method became dominant, focusing on reading, writing, and translating sentences. Reformers proposed more oral-based methods by the end of the 19th century, leading to the Direct Method which taught exclusively in the target language using everyday vocabulary and inductive grammar instruction. The 20th century saw additional methods developed like the Audiolingual Method, Situational Language Teaching, and later Content-Based and Task-Based approaches.
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
This document discusses the nature of language teaching and learning. It identifies the 4 principal components: 1) The Community, which decides what languages should be taught and provides funding/resources, 2) The Language Teaching Profession, which establishes principles and trains teachers, 3) The Teacher, who must be properly trained and qualified to teach effectively, facing various constraints, and 4) The Learner, who differs in abilities and motivation but must be willing to learn for success. It emphasizes that an interplay between these 4 components, each fulfilling their role, is necessary for superior language teaching and learning outcomes.
This document provides an overview of communicative language teaching. It discusses the origins of this approach in the 1970s as a reaction to previous methods. Communicative language teaching uses real-life situations and contexts to motivate students to communicate in meaningful ways. An example is provided of an introductory exercise where students exchange names and personal information in the target language. Both advantages and disadvantages of the communicative approach are outlined, including that it focuses on fluency over accuracy and may result in incorrect language production without explicit error correction.
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
The Grammar Translation Method is an older language teaching method that focuses on learning grammar rules and vocabulary to enable students to read literature in the target language. It emphasizes translation, reading, and writing, with little focus on speaking and listening. The teacher is the primary authority in the classroom, interacting directly with students and correcting their errors without discussion. Student-student interaction is limited. Evaluation is typically done through written translation tests.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
Communicative approach to the teaching of english as a second language pratim...alinaoglan
This document provides an overview of the analysis of language. It discusses several key concepts in linguistics including that language is a system used for communication, it has sounds and rules for forming words and sentences, and varies across cultures and communities. The document specifically examines phonology, including the sound systems and phonemes of English. It also discusses stress and intonation patterns in English words and sentences. Understanding how to analyze language and its core elements is important for effectively teaching and learning a second language like English.
English has become a global lingua franca used for international communication. It spread through colonialism, economics, travel, information exchange, and popular culture. Like other languages, English exists in many varieties defined by regions such as British English, American English, and Australian English. When teaching English, teachers must consider which variety to teach and expose students to different varieties at appropriate levels. Effective English language teaching requires understanding methodology, learner differences and styles, levels, motivation, the teacher's role, and learning contexts.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The document summarizes several common second language teaching methodologies:
1) The Grammar-Translation Method focuses on grammar rules and translation with little oral practice.
2) The Direct Method uses only the target language and encourages oral production through questions and answers.
3) The Audio-Lingual Method relies on repetition and memorization of dialogs and structures.
4) Communicative Language Teaching emphasizes real-world communication over grammar with a learner-centered approach.
5) Other methods discussed include Humanism, Task-Based Teaching, and a potential future focus on cognitive and information-processing approaches.
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
The document summarizes different language teaching methods:
1. The Grammar Translation Method focuses on grammar rules and translation between languages. Students have little interaction and the teacher is the authority.
2. The Direct Method avoids the students' native language and focuses on oral communication through real-world examples.
3. The Audio-Lingual Method emphasizes imitation, repetition and habit formation to achieve communicative competence.
4. The Communicative Language Teaching approach aims for students to take responsibility for their own learning through communication and interaction between students and teacher.
This document discusses different language teaching methodologies including:
- The direct method which teaches entirely in the target language without using the student's native language.
- The grammar-translation method which focuses on translating between the target language and native language with an emphasis on grammar rules and vocabulary lists.
- Communicative language teaching which aims to enable students to communicate effectively in real-life situations in the target language.
- Total physical response which uses physical actions in response to commands to develop listening comprehension in the early stages of learning.
The document discusses options for improving teachers' skills through online professional development. It describes different models of online learning, including mediated self-study, synchronous and asynchronous learning, and communitized and non-communitized approaches. It emphasizes the importance of engagement through clear frames of reference, activating interest, and sustaining interest using a variety of multimedia resources. The goal is to facilitate different levels of impact on teachers, from gaining new ideas to implementing strategies to developing a new educational outlook. A proposed structure includes sessions to activate, discover, try out new approaches, and provide evidence of learning.
english proficiency assessments of primary and secondary teachers and student...Md Ashraf Siddique
The document summarizes the results of English proficiency assessments of teachers and students participating in the English in Action program in Bangladesh. It finds that:
1) The majority of primary and secondary students and teachers achieved passing grades or higher in speaking and listening skills after participating in the program, showing improvements from baseline levels.
2) Rural primary students and semi-urban secondary students performed better than their urban counterparts.
3) While improvements were seen across both cohorts, students in the second cohort performed slightly better than those in the first cohort, despite a much larger scale of implementation with less direct expert support.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
This document discusses the nature of language teaching and learning. It identifies the 4 principal components: 1) The Community, which decides what languages should be taught and provides funding/resources, 2) The Language Teaching Profession, which establishes principles and trains teachers, 3) The Teacher, who must be properly trained and qualified to teach effectively, facing various constraints, and 4) The Learner, who differs in abilities and motivation but must be willing to learn for success. It emphasizes that an interplay between these 4 components, each fulfilling their role, is necessary for superior language teaching and learning outcomes.
This document provides an overview of communicative language teaching. It discusses the origins of this approach in the 1970s as a reaction to previous methods. Communicative language teaching uses real-life situations and contexts to motivate students to communicate in meaningful ways. An example is provided of an introductory exercise where students exchange names and personal information in the target language. Both advantages and disadvantages of the communicative approach are outlined, including that it focuses on fluency over accuracy and may result in incorrect language production without explicit error correction.
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
The Grammar Translation Method is an older language teaching method that focuses on learning grammar rules and vocabulary to enable students to read literature in the target language. It emphasizes translation, reading, and writing, with little focus on speaking and listening. The teacher is the primary authority in the classroom, interacting directly with students and correcting their errors without discussion. Student-student interaction is limited. Evaluation is typically done through written translation tests.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
Communicative approach to the teaching of english as a second language pratim...alinaoglan
This document provides an overview of the analysis of language. It discusses several key concepts in linguistics including that language is a system used for communication, it has sounds and rules for forming words and sentences, and varies across cultures and communities. The document specifically examines phonology, including the sound systems and phonemes of English. It also discusses stress and intonation patterns in English words and sentences. Understanding how to analyze language and its core elements is important for effectively teaching and learning a second language like English.
English has become a global lingua franca used for international communication. It spread through colonialism, economics, travel, information exchange, and popular culture. Like other languages, English exists in many varieties defined by regions such as British English, American English, and Australian English. When teaching English, teachers must consider which variety to teach and expose students to different varieties at appropriate levels. Effective English language teaching requires understanding methodology, learner differences and styles, levels, motivation, the teacher's role, and learning contexts.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The document summarizes several common second language teaching methodologies:
1) The Grammar-Translation Method focuses on grammar rules and translation with little oral practice.
2) The Direct Method uses only the target language and encourages oral production through questions and answers.
3) The Audio-Lingual Method relies on repetition and memorization of dialogs and structures.
4) Communicative Language Teaching emphasizes real-world communication over grammar with a learner-centered approach.
5) Other methods discussed include Humanism, Task-Based Teaching, and a potential future focus on cognitive and information-processing approaches.
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
The document summarizes different language teaching methods:
1. The Grammar Translation Method focuses on grammar rules and translation between languages. Students have little interaction and the teacher is the authority.
2. The Direct Method avoids the students' native language and focuses on oral communication through real-world examples.
3. The Audio-Lingual Method emphasizes imitation, repetition and habit formation to achieve communicative competence.
4. The Communicative Language Teaching approach aims for students to take responsibility for their own learning through communication and interaction between students and teacher.
This document discusses different language teaching methodologies including:
- The direct method which teaches entirely in the target language without using the student's native language.
- The grammar-translation method which focuses on translating between the target language and native language with an emphasis on grammar rules and vocabulary lists.
- Communicative language teaching which aims to enable students to communicate effectively in real-life situations in the target language.
- Total physical response which uses physical actions in response to commands to develop listening comprehension in the early stages of learning.
The document discusses options for improving teachers' skills through online professional development. It describes different models of online learning, including mediated self-study, synchronous and asynchronous learning, and communitized and non-communitized approaches. It emphasizes the importance of engagement through clear frames of reference, activating interest, and sustaining interest using a variety of multimedia resources. The goal is to facilitate different levels of impact on teachers, from gaining new ideas to implementing strategies to developing a new educational outlook. A proposed structure includes sessions to activate, discover, try out new approaches, and provide evidence of learning.
english proficiency assessments of primary and secondary teachers and student...Md Ashraf Siddique
The document summarizes the results of English proficiency assessments of teachers and students participating in the English in Action program in Bangladesh. It finds that:
1) The majority of primary and secondary students and teachers achieved passing grades or higher in speaking and listening skills after participating in the program, showing improvements from baseline levels.
2) Rural primary students and semi-urban secondary students performed better than their urban counterparts.
3) While improvements were seen across both cohorts, students in the second cohort performed slightly better than those in the first cohort, despite a much larger scale of implementation with less direct expert support.
1) The document discusses coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions join grammatically equal or similar parts of a sentence, such as words or independent clauses. They include and, but, or, nor, for, yet, and so. Coordinating conjunctions always come between the elements they join.
2) Subordinating conjunctions introduce subordinate or dependent clauses. Common subordinating conjunctions include after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, and while. Subordinating conjunctions come at the beginning of the subordinate clause they introduce.
Teacher Training and Technology of TodayKaushal Desai
This document discusses teacher training and the role of technology. It covers topics like pedagogy, teacher development, teacher education strategies and processes. Key terms discussed include second language acquisition, English language communication skills, and teachers of English to speakers of other languages. The document raises questions about the nature and documentation of teachers' knowledge and how teacher education can influence it. It argues that technology provides opportunities for urgent, multi-generational, flexible and ongoing teacher training through online courses and classroom learning technologies.
TECHNOLOGY INTO TEACHER TRAINING AND THE PROFESSIONAL DEVELOPMENTPhumlani Majola
The document discusses technology integration into teacher training and professional development. It outlines the goals of developing a knowledge society, the pervasiveness of technology, and education for all. National strategic objectives include providing free education for all, improving adult literacy, and developing teachers' skills in technology integration based on ICT standards. The goals are to design technology-enhanced learning experiences, engage in professional growth, and model digital learning.
The document discusses how to integrate mindfulness into the classroom. It defines mindfulness as paying attention purposefully to the present moment in a non-judgmental way. It recommends practicing mindful attention and breathing to improve focus, reduce anxiety, and enhance social-emotional learning. Practicing compassion can help create a safe classroom environment and strengthen student-teacher relationships. Sending kind thoughts to oneself and others can increase happiness, health, and peace. The key is practicing these mindfulness techniques in the classroom.
Professional development program_for_science_teachers (2)sumayya musthafa
Professional development programs and professional organizations allow professionals to build skills in their field or new fields. Some examples of professional organizations for teachers include the National Science Teacher Association, the Association for the Education of Teachers in Science, and the American Association of Physics Teachers. Seminars bring small groups together regularly to participate in discussions about a particular subject. In-service training provides teachers opportunities to learn new skills and instructional approaches to use in their own teaching and update their subject knowledge. Workshops are more practical than seminars as participants actively work and contribute.
The document discusses systemic communication and developing an understanding of how life conditions, needs, values, and communication mutually influence each other. It presents an approach to communication based on analyzing individual and collective needs, mapping those needs to value systems, and correlating value systems with appropriate communication contents and mediums while considering archetypal communicators and audiences. Key concepts discussed include spiral dynamics, systemic thinking, values mapping, and different types of communicators.
The document provides guidance for mindfulness-based communication practice sessions in the workplace. It summarizes Mindfulness at Work (MAW) sessions which are modeled after Mindfulness-Based Stress Reduction but shorter at 45 minutes. Sessions include an introduction on the theme, an experiential learning exercise, a formal mindfulness practice, and an invitation for informal practice outside of class. Eight themes are outlined that can be covered in sessions, such as other people being a source of stress, listening actively while suspending judgement, and expanding awareness to include context.
The panel discussion focused on the risks and safe usage of social networking sites. The moderator introduced the panelists and topic. Panelists then discussed some unique aspects of social networking sites like connecting with friends and sharing information. Facebook was highlighted as a popular site for sharing photos, videos, and chatting. However, panelists also warned about risks like not knowing who is on the other side, mean or inappropriate content being posted, and cyberbullying. The moderator emphasized the importance of being cautious online and controlling what you post, as things cannot be retrieved once posted. Examples were given of how to handle cyberbullying by blocking the bully and not seeking revenge.
The document discusses issues around funding for English as a Second Language (ESL) programs in West Virginia schools. It notes that the number of English Language Learner students is growing but that state funding for ESL programs and staffing is inadequate. While a recent legislative resolution calls for a study of supplemental ESL funding, most counties currently rely on limited local and federal funds to serve ESL students, leaving gaps in funding and staffing to meet requirements.
This study examines the relationship between students' English language anxiety, their perceptions of non-native English teachers' effectiveness, and student achievement. The study looks at language anxiety and how native and non-native English speakers are perceived by students. It also considers how these factors impact student performance.
Documenting Less Than Proficient TeachersSAZiegler
The document outlines a process for documenting less-than-proficient teachers consisting of three phases: Phase 1 involves articulating issues to the teacher and setting expectations, Phase 2 implements interventions to address issues and monitors progress, and Phase 3 decides on next steps based on whether expectations were met and prepares documentation. The goal of documentation is to provide evidence to support decisions regarding teacher performance and ensure students have effective teachers.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 1ckimberlyl
The document discusses challenges faced by nonnative English speaking teachers (NNESTs) in intensive English programs (IEPs). It describes research conducted with NNEST trainees, finding they experienced difficulties with language proficiency but strengths in cultural knowledge and acting as role models. It recommends teacher education programs deconstruct myths about native speakers and support NNESTs through mentorship and placements in multilingual settings. The author's own experience facing discrimination due to her accent is also discussed, as well as a large IEP she directed that hired many NNESTs and found student complaints about teacher English ability rarely occurred.
Glycosuria is the presence of excess sugar or glucose in the urine. Polyuria is a condition of having too much urine production and can be a symptom of diseases like diabetes. The document defines two medical terms - glycosuria and polyuria - and their meanings.
Tina Lach is an English as a Second Language teacher in Upper Saint Clair who created a portfolio of lesson plans and activities to provide additional training for teachers of Limited English Proficient students following an increase in the local ESL population. The portfolio includes examples addressing content, language, and cultural objectives to help teachers meet their legal obligations and incorporate best practices for ESL students. It was designed to be an ongoing reference that teachers can contribute to and will be made available in school libraries.
An ESL teacher must have three core competencies: 1) Speaking the language with subconscious and strategic fluency, 2) Knowing the language rules and codes, and 3) Teaching the language using proper profiling techniques, strategies, and approaches.
Aspects of Connectivism: Motivational challenges for ESL teachers
Similar to Changing Teachers ’ Views about Teaching and Learning: A pre-requisite for improving students ’ proficiency in English language in Sudanese University
Classroom research error correction (2)Casseycastiel
The document discusses classroom research and interaction analysis. It defines classroom research as the study of interactions between teachers and learners, or learners and learners, in classroom settings. It provides examples of ways to carry out classroom research, such as observing classes, collecting data, and generating classroom interaction data by taking on teacher and learner roles. It also discusses analyzing classroom interaction data to understand how talk time is divided and teacher self-awareness of language use.
Classroom research error correction (2)Casseycastiel
The document discusses classroom research and interaction analysis. It defines classroom research as the study of interactions between teachers and learners, or learners and learners, in classroom settings. It provides examples of ways to carry out classroom research, such as observing classes and collecting data. It also describes different types of interactions that can be analyzed, such as teacher-learner interactions, learner errors, and corrective feedback.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
This document discusses research on non-native English speaking (NNES) teachers in K-12 education. It notes that most previous research has focused on tertiary education, but NNES teachers make up a large portion of the K-12 teaching force. It then highlights specific issues for NNES English teachers in Hong Kong, including benchmark tests and perceptions of declining English standards. The document calls for more localized research on the experiences and practices of NNES K-12 teachers.
The document provides an outline for a qualitative study on teachers' use of grammatical terminology in second language classrooms. It will involve fieldwork observing lessons and interviewing teachers at English language schools in Malta. The study aims to describe teachers' practices in using terminology and understand their motivations. It discusses arguments for and against terminology use and how learner variables may influence terminology selection. Four sample classroom episodes are presented that illustrate terminology use between teachers and students.
The document discusses the importance of teaching pronunciation in English language classes. It provides several reasons why pronunciation is important, including for effective communication, improving other language skills, and career development. It also outlines some common challenges in teaching pronunciation and describes various techniques and activities that can be used, such as drilling, minimal pairs, listening activities, and games involving sounds.
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
Communicative approaches to teaching grammarzainun_zain
This document summarizes a research article about teaching grammar using a communicative approach. [1] The article discusses how Communicative Language Teaching (CLT) has been adopted in countries like Malaysia and Taiwan but grammar activities in textbooks from these countries still often use traditional, structural methods. [2] The article then analyzes grammar exercises from several Malaysian and Taiwanese textbooks and finds that while communicative elements are sometimes incorporated, exercises mainly focus on rules and transformations and not communicative proficiency. [3] The article concludes by recommending five grammar activity types that could make instruction more communicative while still drawing from structural practices.
This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
Teaching EFL Process Writing To Teens in a Product-Oriented ContextIsabela Villas Boas
The document summarizes a case study on teaching process writing to teenagers in an EFL context. It finds that while the EFL institute focused on process writing, the students' regular schools emphasized the final product over process. At the schools, planning, drafting, revising, and peer review were rarely used. Students responded positively to process writing at the EFL institute, rewriting texts and engaging in peer review. However, some students still valued teacher feedback over peer feedback and saw writing mainly as a tool for learning grammar rather than communication. Overall, the study found process writing effective but that students still valued more teacher-directed aspects of writing development.
There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
Ulrike Bavendiek: Changes in the Learning Situation and their Impact on the Motivational Profiles of First-Year University Students. Slides from the University of Liverpool Learning and Teaching Conference 2009.
First year students are expected to adapt to learning situations which can be markedly different from the ones they prospered in during their secondary education. Nine first-year students in SOCLAS were interviewed first at the beginning of their studies and again in the second semester with the aim of identifying changes in the learning environment between school and university and to explore their impact on the motivational profiles of the students. I will present some perceived differences and argue that lecturers need to be aware of the challenges in order to help first year students develop metacognitive, affective and social strategies necessary for effective learning in HE.
This paper reports on selected findings from a study supported by the Pedagogical Research Fund for Languages, Linguistics and Area Studies in Higher Education, phase three. A more comprehensive report can be found under http://www.llas.ac.uk/projects/2631
ESL Students in a Regular Classroom- Kala Coleguest23496a
The document discusses three articles about ESL students in regular classrooms. The first article talks about how regular teachers have little training to help ESL students and can struggle to integrate them. A survey found that only 6% of teachers had ESL training. The second article focuses on using communicative teaching to promote language acquisition through interaction. The third article examines an ESL program that supported students through school and classroom processes and addressed non-language issues impacting students.
This document summarizes an observation of an ESL class at a high school known for problems with drugs and alcohol. The teacher used various techniques including checking for understanding of previous lessons, reviewing vocabulary, having students work individually and in groups, translating questions into students' native language, and correcting off-task behavior. Students worked from a workbook on topics like recycling and pollution. The teacher monitored students and provided assistance.
This document summarizes a research study analyzing patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms in Iran. The study used discourse analysis to examine classroom talk in male and female classes. Key findings included: 1) Interaction was generally teacher-dominated but students did initiate exchanges; 2) Boys were more willing to interact with teachers than girls; 3) Minor differences existed between male and female teacher questioning styles but both asked mostly display questions. The study provided insight into classroom dynamics and the role of gender.
Cohesion and Coherence: Beyond the SentenceYosuke Ishii
This document discusses cohesion and coherence in writing. It defines cohesion as the sentence-to-sentence flow where each sentence connects to the previous and following ones. Coherence refers to a unified whole where each sentence relates to the main idea. The document outlines problems students face in writing class and argues for explicitly teaching cohesion and coherence through activities that combine sentences logically and expose students to good examples of cohesive and coherent texts.
Similar to Changing Teachers ’ Views about Teaching and Learning: A pre-requisite for improving students ’ proficiency in English language in Sudanese University (20)
A webquest is an inquiry-oriented lesson that uses mostly online resources. It has five key characteristics: it is classroom-based, emphasizes higher-order thinking, preselects sources to emphasize use over gathering of information, and is often group work with roles. Webquests are compelling for teachers because they easily incorporate the internet, encourage collaboration and sharing, can be interdisciplinary, develop critical thinking skills, and motivate students with authentic tasks. A webquest has six essential parts: introduction, task, process, resources, evaluation, and conclusion.
Searching the Internet (The good, the bad and the ugly)Hala Nur
This document discusses search techniques for research. It begins with an activity where participants brainstorm terms related to global warming. They then compare terms in groups and generate a combined list. The document instructs searching online articles using the brainstormed terms. It also explains how to use truncated keywords in searches, giving the example of using "child*" to find results including child, children, childhood, etc. The overall purpose is to provide guidance on effectively defining search terms and keywords to maximize results.
The document provides background information on technology and the history of the Internet. It discusses key terms like digital natives/immigrants and digital literacy. It then provides facts about Internet usage in Sudan, noting it has grown from 30,000 users in 2000 to over 6 million users in 2012, though penetration is still only 19% of the population. Examples of international projects that aim to expand access are described, including the Hole in the Wall experiment and One Laptop Per Child initiative.
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
Web 2.0 aims to enhance creativity, information sharing, and collaboration on the World Wide Web through more dynamic and user-generated content. It emphasizes social communication, individual creativity, and allowing users to both read and write content online rather than just download information like earlier versions of the internet. Key differences between Web 1.0 and 2.0 include moving from simply reading content to actively uploading and sharing, and focusing more on social interaction than individual domains.
This document discusses using information and communication technologies (ICT) in education in Sudan. It begins with an outline of the session topics, including definitions of technology and important ICT terms. It then discusses why ICT is not widely used in Sudan, providing facts about limited Internet access. The document reviews reasons for using ICT in education, including international standards and examples of successful projects like Hole in the Wall and One Laptop Per Child. It concludes with challenges to teaching English in Sudan like large class sizes and limited instruction time.
This document outlines two workshops aimed at building Sudanese teachers' competencies in using information and communication technologies (ICT). [1] The infrastructure for ICT in Sudan has grown rapidly in recent years, but it is still underutilized in education. [2] The first workshop focused on online tools for professional development but was above the teachers' levels and lacked follow-up. [3] The second workshop provided hands-on training for using ICT tools in teaching and professional development and included developing materials for future training.
Blending Web 2.0 tools in the English language classroomHala Nur
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Sudanese people lifestyle\n About Sudan\n- Sudan is a diverse country that symbolizes how different cultures can blend together in harmony, as described by the author.
- Sudanese food is eaten communally and includes dishes like meat, vegetables and sauces eaten with flatbread. Strong sweet coffee and herbal teas are also popular.
- Popular music has a rich history though some artists have been exiled for political reasons. Traditional instruments include drums, string instruments and lutes.
- Young people represent the majority in Sudan and enjoy activities like sports, reading, television and hanging out with friends in cafes, parks and along the Nile.
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
Sudanese clothing varies regionally. The traditional outfit for men is the jalabiya, a loose, ankle-length robe, while women wear the tobe, a long dress. In northern Sudan, both men and women cover most of their bodies due to the hot climate, with women wearing a full-body tobe and headscarf. In western Sudan, men may wear skirts and horns for ceremonies, while southern Sudanese wear shorter lawo cloths that allow for freer movement. Traditional Sudanese wedding outfits include the bride wearing a colorful tobe and the groom a white jalabiya.
Sudan is described as a place of simple life and love where people believe that smiling is the key to happiness. The country is full of people who are willing to understand others and offer support by saying "I hear you and you are important to me." Sudanese people follow their dreams and never give up on accomplishing their goals, even if success is not easy. The document invites readers to visit Sudan to experience the true beauty found in the smiles of children and people going about their daily lives, and to see the historical places that tell the story of those who built the proud Sudanese nation.
Sudanese people are known for their hospitality. They welcome guests with food and drinks, even if they are experiencing hardship themselves. It is considered polite by Sudanese culture to smile and make guests feel comfortable. Community engagement is also important, with neighbors volunteering together on construction projects and providing financial support during times of sadness or celebration. Traditional Sudanese costumes vary by region but include the galabia for men and toab for married women.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Changing Teachers ’ Views about Teaching and Learning: A pre-requisite for improving students ’ proficiency in English language in Sudanese University
1. Changing Teachers ’ Views about Teaching and Learning: A pre-requisite for improving students ’ proficiency in English language in Sudanese University . Michael Baffoka Alexander Baffoka