This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
This document summarizes the main principles of the Community Language Learning (CLL) method. CLL uses counseling techniques to teach language and views language learning as a holistic social process. It focuses on engaging the whole person and learner autonomy. The teacher takes a supportive role, monitoring learners' interactions. Typical CLL activities include translation, group work, recording conversations, analysis and reflection. The method aims to make learners feel secure, attend to the language, and develop linguistic skills through interaction. Challenges to its implementation include time constraints and class size in some contexts.
The Community Language Learning method grew out of applying counseling techniques to language teaching. It views students as whole people and aims to understand their feelings. The teacher acts as a counselor/mentor rather than solely focusing on language skills. It emphasizes creating a secure environment for students to learn. Students and teachers jointly make decisions in class, with students actively discussing topics. Benefits include using language in personal interactions and cooperation between teachers and students. It works best in small groups and requires skilled teacher-counselors. The goal is to eliminate anxiety around learning a second language by emphasizing counseling over traditional teaching.
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Community Language Learning , the principlesMerve Özdemir
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
This document summarizes the main principles of the Community Language Learning (CLL) method. CLL uses counseling techniques to teach language and views language learning as a holistic social process. It focuses on engaging the whole person and learner autonomy. The teacher takes a supportive role, monitoring learners' interactions. Typical CLL activities include translation, group work, recording conversations, analysis and reflection. The method aims to make learners feel secure, attend to the language, and develop linguistic skills through interaction. Challenges to its implementation include time constraints and class size in some contexts.
The Community Language Learning method grew out of applying counseling techniques to language teaching. It views students as whole people and aims to understand their feelings. The teacher acts as a counselor/mentor rather than solely focusing on language skills. It emphasizes creating a secure environment for students to learn. Students and teachers jointly make decisions in class, with students actively discussing topics. Benefits include using language in personal interactions and cooperation between teachers and students. It works best in small groups and requires skilled teacher-counselors. The goal is to eliminate anxiety around learning a second language by emphasizing counseling over traditional teaching.
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Community Language Learning , the principlesMerve Özdemir
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Community Language Learning (CLL) focuses on creating a supportive environment where learners feel comfortable communicating in the target language. It does not have explicit linguistic objectives or a standardized syllabus, instead allowing learners to nominate topics they want to discuss. Key activities include translation, group work like discussions and story preparation, recording conversations, transcription, analysis of language used, reflection on learning experiences, listening to teacher monologues, and free conversation. Learners progress through five stages of language acquisition over 5-7 years, with the teacher initially providing translation support and modeling but later monitoring for assistance as needed.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1970. It is based on the humanistic approach and aims to provide a comfortable learning environment where students are treated as whole people. The teacher acts as a counselor rather than knowledge-giver, responding calmly and allowing students freedom to speak without interruption. Principles include tolerating mistakes, emphasizing speaking and listening over grammar, using inductive teaching, and working in groups. Activities include translation, group work, listening, conversations, and reflection. The student's role is as an independent client who determines conversation topics. CLL aims to overcome threatening factors in language learning.
Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
Community Language Learning (CLL) was developed by Charles Curran in Chicago in the 1970s-1980s. It is an approach where students work together in a circle with a tape recorder to develop the language aspects they want to learn. They reflect, have a recorded conversation, discuss what was said, transcribe the recording, and analyze the language used. CLL focuses on learner needs and works well for occasional lessons or with teenagers as it encourages peer learning and correction in a supportive community environment.
- Counseling-Learning (CLL) is a language teaching method developed by Charles Curran that applies psychological counseling techniques to learning. The teacher acts as a counselor and students are clients.
- In CLL, interaction begins with dependent learning as students say what they want in their native language and teachers show them how to say it in the target language. CLL combines innovative and conventional activities like translation, group work, recording, transcription, analysis and reflection.
- Student roles in CLL include becoming part of a learning community. The teacher's role is to respond supportively and help students without judgment. CLL is beneficial for low-level learners but teachers may feel awkward giving students autonomy and
Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Community language learning teaches foreign languages by explaining lesson objectives at the start of class. The teacher provides instructions and stimulates student discussion on topics to create a comfortable environment where students can freely respond. Students observed that this method can include boring activities but is generally an interesting approach focused on letting everyone wanting to learn speak in class.
Community language learning ,by syarifah karmila sariSyahyar Bahagia
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
The Community Language Learning method aims to help students learn a new language by having the teacher take on the role of a language counselor. The goals of this method are to help students learn to communicate in the target language, learn about their own learning process, and take increasing responsibility for their learning. Key aspects of this method include students deciding topics, translating their native language to the target language, and an emphasis on inductive and whole-person learning. The teacher acts as a counselor and guides students from being dependent to independent learners through a structured process involving stages like recording conversations and reflecting on experiences.
The Community Language Learning (CLL) method involves 5 stages: (1) reflection on conversations between learners and counselors, (2) recorded conversations, (3) discussion of conversations, (4) transcription of conversations, and (5) analysis of language used. It focuses on building learner independence and community through small group tasks, reflection, and transcription of conversations. While CLL gives learners autonomy, some challenges include counselors being too non-directive, learners' initial difficulty speaking on recordings, and lack of spontaneity in early conversations.
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
The document outlines the principles and techniques of Community Language Learning, an approach for teaching adult language learners. It aims to help learners overcome fears of appearing foolish by creating a supportive environment. Key aspects include building relationships, explaining procedures, setting time limits, and using the language for communication. Techniques involve using the native language, reflecting on experiences, accepting all contributions non-threateningly, and having students and teacher jointly make decisions.
The document summarizes the Community Language Learning (CLL) approach to teaching second languages. [1] CLL emphasizes interaction as both the means and goal of language learning. [2] In CLL, the teacher takes the role of counselor and students are clients. This creates a trusting relationship where students can express themselves in their native language at first before transitioning to the target language. [3] Activities include translation, tape recording of language chunks, group work, and student reflection, with the goal of helping students gain independence in the target language.
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
This document discusses the Community Language Learning (CLL) method for teaching second languages. CLL was developed by Charles Arthur and focuses on using the learner's native language, engaging learners in group tasks without textbooks, and having learners decide the content. It involves five psychological stages from dependence on the teacher to independence. CLL aims to lower student anxiety through a warm and trusting environment. While it can reduce teacher directiveness and make translation difficult, CLL allows learners to determine content and express how they feel about learning. The teacher takes on a counselor role without imposing limits.
Community Language Learning (CLL) is an approach to language teaching that uses counseling techniques. In CLL, the relationship between learner and teacher is like that of a client and counselor in psychological counseling. Learners work collaboratively with the teacher and their peers to engage in conversations in the target language and reflect on their experiences. Materials are developed based on student needs rather than using a textbook.
The document discusses the author's views on language, social context, learning and learners, and teaching. It views language as a vehicle for expression and communication involving aspects like pronunciation, grammar, and vocabulary. It emphasizes teaching English in real-life situations while being aware of social and cultural contexts. Learning should guide curriculum and engage learners by considering their needs, interests and goals. Teaching is a complex process where teachers transmit knowledge while making decisions about what and how students learn, taking into account different learning styles. The focus is now on learners rather than just curriculum.
This document outlines a framework for good teacher performance in Chile. It establishes four domains of teacher competency: 1) Knowledge of students and content, 2) Planning, 3) Classroom environment, and 4) Teaching strategies. Within each domain are several competencies teachers are expected to demonstrate through observable performances. The goals of the framework are to establish a common language around teaching, encourage teacher reflection, promote the teaching profession, and guide training policies to improve education quality and foster democratic and inclusive schools.
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Community Language Learning (CLL) focuses on creating a supportive environment where learners feel comfortable communicating in the target language. It does not have explicit linguistic objectives or a standardized syllabus, instead allowing learners to nominate topics they want to discuss. Key activities include translation, group work like discussions and story preparation, recording conversations, transcription, analysis of language used, reflection on learning experiences, listening to teacher monologues, and free conversation. Learners progress through five stages of language acquisition over 5-7 years, with the teacher initially providing translation support and modeling but later monitoring for assistance as needed.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1970. It is based on the humanistic approach and aims to provide a comfortable learning environment where students are treated as whole people. The teacher acts as a counselor rather than knowledge-giver, responding calmly and allowing students freedom to speak without interruption. Principles include tolerating mistakes, emphasizing speaking and listening over grammar, using inductive teaching, and working in groups. Activities include translation, group work, listening, conversations, and reflection. The student's role is as an independent client who determines conversation topics. CLL aims to overcome threatening factors in language learning.
Community Language Learning (CLL) was created by Charles Curran and aims to reduce language learning anxiety. It approaches teaching by viewing students as whole persons and having the teacher act as a counselor. CLL uses group work, recordings, transcription, and other collaborative activities. Learners first work to comprehend sounds, meanings, and basic grammar before speaking. There are five stages of development in CLL from initial security and belonging to eventual independence.
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
Community Language Learning (CLL) was developed by Charles Curran in Chicago in the 1970s-1980s. It is an approach where students work together in a circle with a tape recorder to develop the language aspects they want to learn. They reflect, have a recorded conversation, discuss what was said, transcribe the recording, and analyze the language used. CLL focuses on learner needs and works well for occasional lessons or with teenagers as it encourages peer learning and correction in a supportive community environment.
- Counseling-Learning (CLL) is a language teaching method developed by Charles Curran that applies psychological counseling techniques to learning. The teacher acts as a counselor and students are clients.
- In CLL, interaction begins with dependent learning as students say what they want in their native language and teachers show them how to say it in the target language. CLL combines innovative and conventional activities like translation, group work, recording, transcription, analysis and reflection.
- Student roles in CLL include becoming part of a learning community. The teacher's role is to respond supportively and help students without judgment. CLL is beneficial for low-level learners but teachers may feel awkward giving students autonomy and
Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Community language learning teaches foreign languages by explaining lesson objectives at the start of class. The teacher provides instructions and stimulates student discussion on topics to create a comfortable environment where students can freely respond. Students observed that this method can include boring activities but is generally an interesting approach focused on letting everyone wanting to learn speak in class.
Community language learning ,by syarifah karmila sariSyahyar Bahagia
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
The Community Language Learning method aims to help students learn a new language by having the teacher take on the role of a language counselor. The goals of this method are to help students learn to communicate in the target language, learn about their own learning process, and take increasing responsibility for their learning. Key aspects of this method include students deciding topics, translating their native language to the target language, and an emphasis on inductive and whole-person learning. The teacher acts as a counselor and guides students from being dependent to independent learners through a structured process involving stages like recording conversations and reflecting on experiences.
The Community Language Learning (CLL) method involves 5 stages: (1) reflection on conversations between learners and counselors, (2) recorded conversations, (3) discussion of conversations, (4) transcription of conversations, and (5) analysis of language used. It focuses on building learner independence and community through small group tasks, reflection, and transcription of conversations. While CLL gives learners autonomy, some challenges include counselors being too non-directive, learners' initial difficulty speaking on recordings, and lack of spontaneity in early conversations.
The document summarizes the Community Language Learning (CLL) method for teaching language. CLL uses counseling-learning theory and aims to create a non-threatening learning environment by having teachers take on the role of language counselors. It allows students to learn at their own pace and express themselves in their native language when discussing feelings about the learning process. The goal is for students to learn communicatively by interacting with each other and taking increased responsibility for their language learning.
The document outlines the principles and techniques of Community Language Learning, an approach for teaching adult language learners. It aims to help learners overcome fears of appearing foolish by creating a supportive environment. Key aspects include building relationships, explaining procedures, setting time limits, and using the language for communication. Techniques involve using the native language, reflecting on experiences, accepting all contributions non-threateningly, and having students and teacher jointly make decisions.
The document summarizes the Community Language Learning (CLL) approach to teaching second languages. [1] CLL emphasizes interaction as both the means and goal of language learning. [2] In CLL, the teacher takes the role of counselor and students are clients. This creates a trusting relationship where students can express themselves in their native language at first before transitioning to the target language. [3] Activities include translation, tape recording of language chunks, group work, and student reflection, with the goal of helping students gain independence in the target language.
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
This document discusses the Community Language Learning (CLL) method for teaching second languages. CLL was developed by Charles Arthur and focuses on using the learner's native language, engaging learners in group tasks without textbooks, and having learners decide the content. It involves five psychological stages from dependence on the teacher to independence. CLL aims to lower student anxiety through a warm and trusting environment. While it can reduce teacher directiveness and make translation difficult, CLL allows learners to determine content and express how they feel about learning. The teacher takes on a counselor role without imposing limits.
Community Language Learning (CLL) is an approach to language teaching that uses counseling techniques. In CLL, the relationship between learner and teacher is like that of a client and counselor in psychological counseling. Learners work collaboratively with the teacher and their peers to engage in conversations in the target language and reflect on their experiences. Materials are developed based on student needs rather than using a textbook.
The document discusses the author's views on language, social context, learning and learners, and teaching. It views language as a vehicle for expression and communication involving aspects like pronunciation, grammar, and vocabulary. It emphasizes teaching English in real-life situations while being aware of social and cultural contexts. Learning should guide curriculum and engage learners by considering their needs, interests and goals. Teaching is a complex process where teachers transmit knowledge while making decisions about what and how students learn, taking into account different learning styles. The focus is now on learners rather than just curriculum.
This document outlines a framework for good teacher performance in Chile. It establishes four domains of teacher competency: 1) Knowledge of students and content, 2) Planning, 3) Classroom environment, and 4) Teaching strategies. Within each domain are several competencies teachers are expected to demonstrate through observable performances. The goals of the framework are to establish a common language around teaching, encourage teacher reflection, promote the teaching profession, and guide training policies to improve education quality and foster democratic and inclusive schools.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document discusses various pedagogical frameworks and approaches for language teaching, including the Laurillard's Conversational Framework (LCF). The LCF requires appropriate use of technology and relates language teaching events to learning events. It can be used to develop learning plans. The document also discusses pedagogy, social interaction, technology, inquiry-based learning, problem-based learning, and project-based learning as approaches for developing language skills.
Promoting learner autonomy through the curriculumdanivalim
This document outlines five principles for designing language courses to promote learner autonomy: (1) focusing on learner goals, (2) incorporating understanding of the language learning process, (3) using tasks relevant to learners' needs, (4) expanding learner strategies, and (5) integrating reflection. It describes how two skills-based courses applied these principles through goal-setting, strategy modeling, reflective journaling, and ensuring course content aligned with learners' needs and future language use. Learners developed greater control over their learning as they set goals, selected strategies, and evaluated their progress.
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
1) The document discusses key considerations for curriculum planning in second language teacher education (SLTE), including determining goals for what teachers should know and be able to do, understanding teacher-learners' prior knowledge and contexts, and providing opportunities for practice, reflection, and collaboration.
2) It examines frameworks for defining the knowledge base of language teaching, which includes domains like content knowledge, pedagogical content knowledge, and contextual knowledge.
3) Issues around evaluating the effectiveness of SLTE programs and ensuring they educate teachers who can challenge and change practices are discussed. The knowledge base of SLTE is framed as an evolving system requiring critical reflection.
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is using blogs for creative writing, peer feedback and assignments.
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is through the use of blogs for creative writing, peer feedback
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. The document notes that language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. It also discusses how language acquisition applies to 21st century education through vocabulary development, guided interaction, metacognition and more. Finally, the role of technology in supporting language acquisition in the classroom is addressed.
This document discusses using cooperative learning to teach reading comprehension. It notes that students struggle with finding information, understanding words, identifying main ideas, and finding references in texts. Teachers did not adequately motivate or explain these skills. The document proposes cooperative learning as a solution where students work in small groups to complete tasks and learn from each other. It defines cooperative learning and lists benefits like simultaneous interaction, equal participation, and positive interdependence that can improve reading comprehension. Finally, it concludes that cooperative learning shows promise for high academic standards if tailored properly to each cultural context.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
This document discusses the participatory approach to teaching language arts. It was developed by Paulo Freire as an alternative to the "banking method" that advocates for learner collaboration. With this approach, themes of interest to students are used and students work together in groups to find solutions to real-life social issues through discussion, role plays, and other activities. The teacher takes on the role of facilitator while empowering students to take ownership over their learning. While time-intensive, it can help build students' confidence and understanding of different perspectives.
Framework for groupwork in middle school revised version pour fusionMr Bounab Samir
The document discusses the rationale for using group work in English courses to improve student performance and engagement. It proposes dividing classes into small groups to provide more opportunities for language practice, peer support, and targeted feedback. Two types of grouping are suggested: mixed-ability groups to foster collaboration between students of different levels, and grouping by achievement to better meet student needs and reduce inhibition. The objectives of group work are outlined as developing communicative competence, language skills, learning strategies, and social skills. A variety of task types are also listed.
The document discusses methods for teaching English to speakers of other languages (ESOL) using cooperative learning strategies. It describes a classroom lesson where students work in groups to measure the perimeter and area of floor models using both conventional and non-conventional measurement units. The teacher provides support to varied student groups based on their needs and English proficiency. Students then share their findings in a cooperative learning activity where they exercise shared leadership and serve as language resources for each other.
The document discusses methods for teaching English to speakers of other languages (ESOL) using conventional and non-conventional measures in math. It describes a scenario where an ESOL teacher introduces a lesson on perimeter and area by having students measure a table using hand spans. Students then work in groups to create floor models and measure them using different units. The teacher supports varied English proficiency levels and ensures all students understand before having groups share their findings.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
This document discusses trends in foreign language teaching methods. It describes how the traditional grammar-translation method was ineffective for communication skills. This led to revising goals and methods to focus on interactive learning technologies. Interactive methods emphasize student participation and experience over teacher lectures. The teacher guides student exploration. Active learning engages students through tasks while interactive learning adds peer interaction. These modern approaches develop deeper understanding and motivation compared to passive learning.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Community Language Learning
1. Cristian Camilo Reyes Galeano
Aura Cecilia Collazos Gómez .
COMMUNITY LANGUAGE
LEARNING
2. During long time, different theories and methods to
teach languages have been structured in order to
have success in the teaching and learning processes
This method has helped to
develop skills in students
considering their personal
development, their skills, and
their motivations regarding
learning a foreign language.
3. The objectives of this method are to help the
students to develop five stages of
independence in learning
These stages are the goals
to achieve by teachers and
students in this method
considering that it is a
process which is performed
though a mutual work.
4. A relationship among teachers and students
is central at the moment of teaching and
acquiring another language
Then all of these requirements become weighty at the
moment to start the process of second language acquisition
because for this method of learning, it is important to reflect
how the student is feeling with himself and his environment,
so that as teacher could improve those facts that are affecting
his learning process due to it is upsetting not only the student,
but also the community of learning where he is a member
5. There is not a specific syllabus or model to
perform a class into the Community
Language Learning Method
It will help the community
of learning to get the
communicative objectives
of the course even when
they are not planned.
6. Apprentices’ roles in Community Language
Learning are well defined due to the stages that are
structured to make noteworthy their learning process
Students are conscious
of their learning
process and what they
have to do in their
community of learning
7. Teachers´ role is concerning to understand
the process of independence of their students
The tutor should be aware of
their students´ requests and look
for strategies to help them and
create on them a critical mind
through the reflective feedback.
8. During the procedures used in a class based
on Community Language Learning creativity
is a great ally
A specific coherence
and objectivity should
be present in the
techniques used to
accomplish the stages
language improvement
9. It is important to consider that this
method allows for the uses of L1 and L2
Both students and teachers are responsible
of their process of learning and role they
play into the community: make the
teaching and learning process
conscious and significant.
12. REFERENCES
• - Hull, P. (1984). Community Language Learning: Is It a Method?
SAGE journals, 15-25.
• - Marchetti, G. (2002). A Theory of Consciousness. University
Ubino Editorial, 29-48.
• - Novak, J. D. (2011). A theory of education: Meaningful learning
underlies the constructive integration of thinking , feeling and
acting. Aprendizagem Significativa em Revista, 1-11.
• - Richards, J., & Rodgers, T. (1986). Approaches and Methods in
Language Teaching. En J. Richards, & T. Rodgers, Community
Language Learning (págs. 90-99). Cambridge, United Kingdom :
Cambridge University Press .
• - Rowan, J. (2005). A guide to Humanistic Psychology. London
UK: Association of Humanistic Psychology Practitioners.