CPC is a private ESL institution located in beautiful Honolulu, Hawaii. We provide high quality English classes to adult learners from all over the world.
Abdullah Gül Üniversitesi is a brand new, English-medium university in Turkey. Each student is provided with a computer and most of the teaching and learning is expected to make use of online as well as other, more traditional, resources. Faculty teaching began in October 2014, but prior to entering the undergraduate programme, students are expected to display a particular level of English language knowledge – either through an exemption test or by passing out of the university’s preparatory English programme. The School of Foreign Languages has been delivering this programme since September 2013 and has adopted the rather unusual approach of delivering the four main skills areas (Reading, Writing, Speaking and Listening) in four separate courses. In this presentation, I explored some of the challenges and issues which have arisen from trying to also teach English for Academic Purposes as another separate course within this environment – such as: establishing a unique identity for the subject; whether the skills can or should be separated in this way; and, the metamorphosis of EAP into a completely different, student-driven approach for learning study skills and strategies.
Central Pacific College is a private ESL institution located in Honolulu, Hawaii. We provide high quality English classes to adult learners from all over the world.
Abdullah Gül Üniversitesi is a brand new, English-medium university in Turkey. Each student is provided with a computer and most of the teaching and learning is expected to make use of online as well as other, more traditional, resources. Faculty teaching began in October 2014, but prior to entering the undergraduate programme, students are expected to display a particular level of English language knowledge – either through an exemption test or by passing out of the university’s preparatory English programme. The School of Foreign Languages has been delivering this programme since September 2013 and has adopted the rather unusual approach of delivering the four main skills areas (Reading, Writing, Speaking and Listening) in four separate courses. In this presentation, I explored some of the challenges and issues which have arisen from trying to also teach English for Academic Purposes as another separate course within this environment – such as: establishing a unique identity for the subject; whether the skills can or should be separated in this way; and, the metamorphosis of EAP into a completely different, student-driven approach for learning study skills and strategies.
Central Pacific College is a private ESL institution located in Honolulu, Hawaii. We provide high quality English classes to adult learners from all over the world.
Content-Focused Language Instruction - Akita/Iwate JALTBrent Jones
Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
Content Focused Language Instruction 2015Brent Jones
This is the slide set that I used for my presentation at THT 2015 in Kyrgyzstan. Includes overviews of content-based language instruction and CLIL, with examples from our program at CUBE.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.
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.
Content-Focused Language Instruction - Akita/Iwate JALTBrent Jones
Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain. After looking at the various benefits and challenges of a content-focuses approach, the presenter will introduce an example of a theme-based CBI program that is currently being used in a tertiary-level English program for management course students in Japan. The aim here is to highlight for participants each step in the instructional design process as well as some of the various considerations at both the macro (curriculum) and micro (task) levels. Participants will then be challenged to consider the motivational merits of implementing a content-focused approach in their own teaching contexts, and be presented with a list of suggested readings for further exploration.
Content Focused Language Instruction 2015Brent Jones
This is the slide set that I used for my presentation at THT 2015 in Kyrgyzstan. Includes overviews of content-based language instruction and CLIL, with examples from our program at CUBE.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
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.
2. Presentation Outline
• CPC background and mission
• CPC method – what it is and how do we ensure that it works?
• Critical thinking – what, why, how
• Higher education options: University Passage Program
• Learning outside of the classroom
• Why CPC?
• CPC Administrative and Academic Support Team
• CPC Teacher Education Program
• Q&A
3. Who we are
• Accredited by ACCET
• Five academic programs
– EPP (English Proficiency Program), ECP (English
Conversation Program), TOEFL, TOEIC and Club Keiki
• Six fluency levels (i.e., Beginner – Advanced)
• All academic staff and many faculty members have
M.A. degrees in Applied Linguistics
4. What is our mission?
Central Pacific College's mission is to provide students with the
highest standard of quality in ESL (English as a Second
Language) education through its EPP program (English
Proficiency Program) as well as opportunities to develop the
language and cultural competence necessary to function
comfortably within a multicultural environment.
5. How does our mission guide our
programs?
• Strong emphasis on academic quality and
acquisition of multiple competence(s)
– Linguistic competence (form, function, contextual use)
– Social competence (confidence, self-reliance)
– Cultural competence (appreciation for diversity)
– Reflective competence (how does this relate to my life?)
6. CPC Method
• Student Development Activities (SDAs)
• Performed weekly by students in all classes and
levels
• Three steps: Think, Do, Reflect
• Focus on natural, organic learning where learning
is doing
• Purely student driven and learner centered
7. CPC Method
• Immediate learning outcomes
– Organic use of target structures
– Acknowledging students’ brought along knowledge
– Uninterrupted communicative practice
– Challenging students to think critically
• Long range learning outcomes
– Acquisition of multiple competences
– Develop the confidence to become active global
communicators
8. Critical Thinking
• What is critical thinking?
– Questioning, challenging and problematizing “commonly”
ideas and beliefs via observation, reflection, experience
– Effectively communicating solutions to complex problems
– Thinking open-mindedly and objectively
• Why is it important?
– Critical thinking is necessary in order to become a well-
rounded global communicator
• How is it utilized at CPC?
– Participation in SDA projects
THINK
DO
REFLECT
9. SDA: Occupations
• Low Intermediate grammar course
• Stage 1 (THINK)
– Target structures: Frequency adverbs
– Newly acquired target structures: vocabulary related to occupations
– Using their brought along knowledge about occupations, students use frequency adverbs to
explain what each job does.
• Stage 2 (DO)
– Students write a job description for a job that they previously held using the target structures from
stage one.
• Stage 3 (REFLECT)
– Students reflect on the following questions: What skills did you acquire after doing the job? What
skills did you wish you had while doing the job? What skills have you acquired after living in
Hawaii?
10. How do we ensure that the CPC method
“works”?
• Unwavering dedication to evaluation and improvement
• Individual attention from faculty and management
Once a term meetings with Managing Director
Director of Studies observations
Director of Studies provides observation feedback to instructors
Midterm and Final course evaluations
Midterm and Final progress report meetings
11. University Passage Program
• Matriculation to Kapiolani Community College
(KCC) credit courses without taking the
TOEFL or TOEIC exam.
• Successful completion of Low Intermediate
courses and a score of 51 or higher on the
Michigan English Placement Test.
• Lowest minimum entry requirement to KCC in
the state of Hawaii. The minimum entry
requirement at other ESL schools is Low
Advanced.
12. How do we encourage learning outside of the
classroom?
• Academic workshops
• Language exchange
• Extra-curricular activities
13. Academic workshops
• Open to all CPC students
• Encourages students to pursue additional
academic pursuits outside of the classroom
• Topics include:
– Introduction to TOEIC
– Introduction to TOEFL
– Business English
– Survival English
– Open Conversation
– Introduction to Hawaii
14. Language Exchange
• Open to all CPC students
• Allows for students to practice their
English in authentic, “real life”
communicative situations
• Language exchange partners are
students from the University of
Hawaii at Manoa and Kapiolani
Community College.
15. Extra-curricular activities
• Prioritizes multicultural
awareness and interaction with
linguistic, social, cultural and
reflective competences
• Past activities have included
(left to right):
– Chinese New Year Festival in
Honolulu’s Chinatown
– Interviewing students at UH
Manoa
– Cleaning the taro lo’i at the
Center for Hawaiian Knowledge
at UH Manoa
– Picking pumpkins for Halloween
16. Why CPC?
• Accentuates academic quality and multiple fluencies in
order to encourage learners to become global
communicators
-Development of critical thinking skills vis a vis
participation in SDA projects
• Learner first mentality --- Customize your learning
• Strong administrative support team
17. Yuka Nishimoto (Managing
Director/Instructor)
• Originally from Kyoto, Japan
• Significant study abroad experience in
Hawaii and the Continental United States
• M.A. degree in Second Language Studies
(SLS) from the University of Hawaii at
Manoa
• 15+ years of ELL classroom experience
• 10+ years of ELL curricular development,
assessment and evaluation
• 10+ years of ELL program development
• Current research interest: teacher
education in globalized contexts
CPC Administrative Support Team
18. Lisa Houghtailing (Director of
Studies/Instructor)
• Originally from Honolulu, Hawaii
• M.A. degree in Second Language Studies
(SLS) from the University of Hawaii at
Manoa
• 15+ years of ELL classroom experience
• 10+ years of ELL curricular development,
assessment and evaluation
• 10+ years of ELL program development
• Current research interest: teacher
education in globalized contexts
CPC CPC Administrative Support Teame
Support Team
19. Academic Coordinator – Jay Pacpaco
• Originally from Honolulu,
Hawaii
• M.A. degree in TESOL from
Hawaii Pacific University
• 2+ years of classroom
teaching experience to adult
language learners
• 2+ years of classroom
teaching experience to young
language learners
• 2+ years of ELL curricular
development, assessment and
evaluation
CPC Academic Support Team
20. CPC Faculty
Melodi Baybordi
-Originally from Tehran, Iran
-5+ years ELL classroom teaching
experience to adult and young
learners
-Has taught in Iran, Chile
-Speaks Farsi, Spanish and English
Dan Holden
-Originally from New York
-5+ years of ELL classroom teaching
experience to adult and young
learners
-Has taught in Japan
-Speaks Japanese and English
Raina Yi
-Originally from Honolulu, Hawaii
-5+ years of ELL classroom
teaching experience to adult and
young learners
-Has taught in Korea
-Speaks Korean and English
22. CPC Teacher Education Program
• ESL + Practicum focus
– Immersive observation in Local educational contexts
– Enrollment in ESL courses that enhance teachers’ linguistic competence
– Participation in CPC practicum that allows teachers’ to actively engage
with the pedagogical tools necessary to instruct English in English.
• Sample topics:
– Learner motivation
– Language learning and culture
– Materials development
– Interactive learning
– Encouraging learners to think critically
