Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
La palabra, el habla es una de las formas mas antiguas que tiene el ser humano para comunicarse, al hablar expresamos nuestros sentimientos, opiniones, ideas, conocimientos, etc. También al hablar interactuamos con las demás personas exhibimos diferentes puntos de vista. Es imposible decir que el hombre carece de inteligencia cuando por sus propios medios, y esto por la necesidad de sobrevivir en el medio en el que se encuentra, logra adaptarse y mediante mecanismo ideados por el, permanece activo en un grupo social.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Content-Based Instruction
Concept and background
Approach
Theory of language / Learning
Purpose of CBI
Objectives / Syllabus
Types of Learning and Teaching activities
Learner´s role and Teacher´s role
Skills for any CBI instructor (Stryker & Leaver)
Material´s role
Types of classes
Principles of CBI
3. Concept
Is an effective method
of combining language
and content learning Method of language
instruction in which content
and language are integrated
instead of focusing on language
forms, the curriculum in this method
is based on content.
4. Background
Content-based instruction (CBI) is teaching
organized around the content or information
that students will acquire, and not around the
linguistic or other type of syllabus.
Content refers to the substance or subject
matter that we learn or communicate through
language content rather that the language used
to convey it.
5. Background
CBI is built on the principles of
Communicative Language Teaching.
Classroom needs to be filled with real
and meaningful communication where
information is exchanged.
6. Approach
Content-based instruction is based in two assumptions:
1.- People learn a second language more
successfully when they use the language
as a means of acquiring information. This
assumption reflects one of the motivations
for CBI noted earlier that it leads to more
effective language learning.
7. Approach
2.- It better reflect learners needs for
learning a second language. Many
ESL, EFL programs focus on preparing
students for academic studies or for
mainstreaming.
9. Theory of Learning
CBI makes an assumption that learners
learn best when they are given language
in a meaningful , contextualized form with
the primary focus on acquiring
information
10. Theory of Learning
People learn a second language more successfully when the
information they are acquiring is perceived as interesting , useful
and leading to a desire goal.
Language learning is more motivating when students are
focusing on something other than language , such as ideas,
issues and opinions.
Some content areas are more useful than others.
Teaching builds on the previous experiences of the learners.
CBI build on students knowledge and previous experiences.
Students bring a wealth of knowledge to the classroom.
11. Language is Purposeful
Language is use for a specific purpose such as,
vocational, social or recreational. In order to make
the content comprehensible, teachers need to
make adjustments and simplifications for the
students to learn.
12. Objectives
• In CBI, the language is second to learning the content. The
objectives relate to the content, not to the language.
Syllabus
• The syllabus comes from the content. However it is
common for a topical syllabus to be used in theme-based
CBI.
13. Types of Learning and teaching activities
Stroller (1997) proposed classification categories
1. Language skills improvement
2. Vocabulary building
3. Discourse organization
4. Communicative interaction
5. Study skills
6. Synthesis of content materials and grammar
14. Learner ´s role
Become autonomous
Support each other
Active interpreters of input
Willing to tolerate uncertainty
Willing to explore alternative learning
strategies and sources of content
And have a learn by doing attitude
15. Teacher ´s role
A good language teacher
Knowledgeable in the subject matter
Be able to draw out that knowledge from students
16. Stryker & Leaver suggest the following essential
skills for any CBI instructor
1. Varying the format of classroom instruction
2. Using group work and team-building techniques
3. Organization jigsaw arrangements
4. Defining the background knowledge and language skills required
for students success
17. Role of Materials
1. Whatever facilitates subject matter of the content course.
2. Comprehensibility and authenticity are both important in CBI.
3. In addition, instructional media enriches the context.
18. Types of classes
1. Sheltered content instruction
2. Adjunct language instruction
3. Team teach approach
19. Principles of CBI
1. The subject matter content is used for language teaching purposes.
2. Teaching should build on students' previous experiences.
3. Learners feel motivated when they perceive the relevance of the language used.
4. The Teacher helps students to complete or build expressions when they can´t.
5. Language is learned most effectively when it is used with a real purpose.
6. Vocabulary is easier to acquire when it is used to convey meaning.
7. Language support is needed when they work with authentic subject matter.
8. Learners work with meaningful and cognitively demanding language and content.
9. Communicative competence involves more than using language conversationally.