Culture Topic 1.pptx
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This document defines culture as the way of life and social constructs of a group including their thinking, feelings, beliefs and behaviors. It then provides examples of teaching culture in an ESL environment through authentic materials, films, role play, proverbs and literature. Strategies for applying these cultural teachings include having students analyze proverbs, act out miscommunications, observe films to identify cultural norms, and read/react to poems or stories. The document concludes that ESL teachers must incorporate culture into language learning, as students can only truly master a language when cultural issues are an inherent part of the program.
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Tbp ch 8 revised
This document discusses the sociocultural, political, and institutional contexts that influence second language learning. It addresses how cultural factors, educational policies, and different learning environments like ESL, EFL, content-based instruction, and bilingual programs can impact learners. The status and role of English as an international language is also examined, along with issues around native and nonnative English speaking teachers in various contexts. Guidelines are provided for creating supportive learning conditions regardless of whether instruction occurs inside or outside an English-speaking country.
01 sociolinguistic
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
How children learn languages
(1) There are several stages that children pass through in acquiring their first language from babbling to conversational skills between birth and age 12. The process of acquiring a second language is generally similar but with some key differences due to cognitive development and environment.
(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning.
2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others.
3. The goal is near-native mastery through developing trust and security. Class procedure involves introducing oneself, explaining goals, conducting conversations, reflecting on feelings, and discussing grammar from recordings.
Climate and culture week 2
This document discusses creating a positive classroom culture that respects student diversity. It provides examples of culturally responsive teaching behaviors like demonstrating knowledge of student cultures, using multicultural materials, and allowing diverse forms of expression. Effective student behaviors include making connections between lessons and personal experiences or culture. The document prompts the reader to consider how they would include each student's culture, what diversity looks like in the classroom, and how to make connections to students. Suggested strategies include allowing students to share stories, giving input, and creating work groups. The reader is asked to consider how they currently acknowledge diversity and try one new idea in their classroom.
Florendo, melania approaches in teaching language& literature
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Inclusiveness In Education
Here are some strategies to address gender diversity in the classroom:
- Educate students about gender identity, expression, orientation and related terms in an age-appropriate manner.
- Enforce anti-bullying policies and intervene if any student faces discrimination.
- Use students' preferred names and pronouns to create an inclusive environment.
- Provide gender-neutral bathrooms or allow students to use the facility matching their gender identity.
- Review dress codes and uniforms for flexibility that respects all students' identities.
- Train teachers to avoid making assumptions and to be sensitive to different experiences.
The goal is to foster understanding and acceptance and ensure all students feel safe, respected and able to fully participate
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Tbp ch 8 revised
This document discusses the sociocultural, political, and institutional contexts that influence second language learning. It addresses how cultural factors, educational policies, and different learning environments like ESL, EFL, content-based instruction, and bilingual programs can impact learners. The status and role of English as an international language is also examined, along with issues around native and nonnative English speaking teachers in various contexts. Guidelines are provided for creating supportive learning conditions regardless of whether instruction occurs inside or outside an English-speaking country.
01 sociolinguistic
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
How children learn languages
(1) There are several stages that children pass through in acquiring their first language from babbling to conversational skills between birth and age 12. The process of acquiring a second language is generally similar but with some key differences due to cognitive development and environment.
(2) Younger does not always mean better for language learning, as many factors like motivation, personality, and resources can influence success. Bilingualism and multilingualism are common for many children.
(3) How teachers think about language learning may influence their classroom practices, so emphasizing what children can do rather than deficits is important. A focus on play, stories, songs and creativity can boost engagement and development.
Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning.
2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others.
3. The goal is near-native mastery through developing trust and security. Class procedure involves introducing oneself, explaining goals, conducting conversations, reflecting on feelings, and discussing grammar from recordings.
Climate and culture week 2
This document discusses creating a positive classroom culture that respects student diversity. It provides examples of culturally responsive teaching behaviors like demonstrating knowledge of student cultures, using multicultural materials, and allowing diverse forms of expression. Effective student behaviors include making connections between lessons and personal experiences or culture. The document prompts the reader to consider how they would include each student's culture, what diversity looks like in the classroom, and how to make connections to students. Suggested strategies include allowing students to share stories, giving input, and creating work groups. The reader is asked to consider how they currently acknowledge diversity and try one new idea in their classroom.
Florendo, melania approaches in teaching language& literature
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Inclusiveness In Education
Here are some strategies to address gender diversity in the classroom:
- Educate students about gender identity, expression, orientation and related terms in an age-appropriate manner.
- Enforce anti-bullying policies and intervene if any student faces discrimination.
- Use students' preferred names and pronouns to create an inclusive environment.
- Provide gender-neutral bathrooms or allow students to use the facility matching their gender identity.
- Review dress codes and uniforms for flexibility that respects all students' identities.
- Train teachers to avoid making assumptions and to be sensitive to different experiences.
The goal is to foster understanding and acceptance and ensure all students feel safe, respected and able to fully participate
Chapter 2
This chapter discusses culture and diversity in education. It covers the history of increasing diversity in healthcare education from the 1800s to today. It also discusses the importance of recognizing different cultures and learning styles in education. Educators must develop a variety of teaching strategies to accommodate all students and create an inclusive learning environment. Working with a diverse student body requires open communication, accommodations for different needs, and identifying issues to help all students succeed.
Eng-412-Presentation.ppt
This document discusses current trends in teaching literature and approaches to improving student interest. It notes a loss of interest in studying literature among secondary students due to laziness, a shift to electronic chatting, and competing media. The value of literature is described, including developing various senses and exposing students to human experiences and judgment. Factors hindering the study of literature include laziness, competing media like social media, and ineffective teaching methods. The document recommends using themes, styles, group work, integrating literature with language teaching, and active learning methods like discussions, projects and dramatization to make literature classes more engaging.
cultural changes
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This document outlines how to conduct a community study to investigate the languages present in a local area. It provides examples of activities students can do like collecting newspapers and signs in other languages, listening for foreign languages, and investigating how languages are used in local institutions. The document also recommends inviting community members to teach students about their home languages and cultures to strengthen home-school connections and cultural awareness. The overall goal is for students to research multilingualism in their own community through various hands-on methods.
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Research Presentation
This document discusses effective early literacy instruction strategies for English language learners. It outlines key early literacy skills like alphabet knowledge and phonological awareness that ELL students need to acquire. Recommendations include supporting students' native language, providing balanced and meaningful literacy programs, and ensuring instruction is culturally appropriate. Classroom strategies presented focus on interactive storybook reading, games to identify letters, and connecting skills between a student's first and second language. Potential pitfalls for teachers to avoid are mismatched instruction, an imbalanced focus on skills, and a lack of ongoing professional development.
Demo Unit 1 pre.pptx
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- The general aims are to develop learners' competencies, raise awareness of learning English, develop cross-cultural skills, and give confidence in using English.
- Teachers must cover topics like greetings, family, food, and sports from the textbooks. They should devote 30 hours over 5 units per semester.
- Language functions that should be presented include greetings, asking questions, describing people and places, expressing opinions, and asking for advice.
- Middle school learners are active, imitative, inquisitive, and have a limited attention span. Hands-on activities like role plays and games are recommended
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- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
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2) Knowledge construction - Helping students understand perspectives and biases that influence knowledge
3) Prejudice reduction - Developing positive attitudes toward other groups
4) Equity pedagogy - Modifying teaching to facilitate diverse students' achievement
5) Empowering school culture - Transforming the school culture and structure to enable diverse students' equality and status.
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This document provides an overview of cultural influences on education from a multicultural perspective. It discusses:
1) How education is perceived differently across cultures and how learning styles vary. The goals and functions of education also differ depending on the dominant culture.
2) Contrasts in educational systems between countries like China, Japan, Korea, and approaches used in places like Africa and by indigenous communities.
3) The challenges of multicultural education and developing teacher multicultural competence, including understanding language diversity and student cultural learning and motivation styles in a classroom.
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- Approaches to language teaching include audiolingualism, communicative language teaching, deductive and inductive teaching.
- Lesson planning involves objectives, activities to practice language forms, and assessment. Factors like motivation and time spent studying impact learning.
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Chapter 2
This chapter discusses culture and diversity in education. It covers the history of increasing diversity in healthcare education from the 1800s to today. It also discusses the importance of recognizing different cultures and learning styles in education. Educators must develop a variety of teaching strategies to accommodate all students and create an inclusive learning environment. Working with a diverse student body requires open communication, accommodations for different needs, and identifying issues to help all students succeed.
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This document outlines how to conduct a community study to investigate the languages present in a local area. It provides examples of activities students can do like collecting newspapers and signs in other languages, listening for foreign languages, and investigating how languages are used in local institutions. The document also recommends inviting community members to teach students about their home languages and cultures to strengthen home-school connections and cultural awareness. The overall goal is for students to research multilingualism in their own community through various hands-on methods.
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Demo Unit 1 pre.pptx
The document provides an English curriculum for middle schools with the following key points:
- The general aims are to develop learners' competencies, raise awareness of learning English, develop cross-cultural skills, and give confidence in using English.
- Teachers must cover topics like greetings, family, food, and sports from the textbooks. They should devote 30 hours over 5 units per semester.
- Language functions that should be presented include greetings, asking questions, describing people and places, expressing opinions, and asking for advice.
- Middle school learners are active, imitative, inquisitive, and have a limited attention span. Hands-on activities like role plays and games are recommended
Applied linguistics
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
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Here are some key points the groups may discuss about the statements on page 74:
- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
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This document discusses four levels of multicultural content integration in education: 1) The Contributions Approach focuses on heroes and holidays but can reinforce stereotypes. 2) The Additive Approach adds content without changing curriculum structure. 3) The Transformation Approach changes curriculum structure to include diverse perspectives. 4) The Social Action Approach involves students taking action on social issues. It also provides strategies for being sensitive to minority students when teaching multicultural content, such as avoiding labeling students and using materials that convey positive images of ethnic groups.
_Multi-Cultural-Dimension-of-Education
The document discusses 5 dimensions of culturally responsive teaching:
1) Content integration - Using examples from diverse cultures to illustrate concepts
2) Knowledge construction - Helping students understand perspectives and biases that influence knowledge
3) Prejudice reduction - Developing positive attitudes toward other groups
4) Equity pedagogy - Modifying teaching to facilitate diverse students' achievement
5) Empowering school culture - Transforming the school culture and structure to enable diverse students' equality and status.
Chapter 9 PowerPoint
This document provides an overview of cultural influences on education from a multicultural perspective. It discusses:
1) How education is perceived differently across cultures and how learning styles vary. The goals and functions of education also differ depending on the dominant culture.
2) Contrasts in educational systems between countries like China, Japan, Korea, and approaches used in places like Africa and by indigenous communities.
3) The challenges of multicultural education and developing teacher multicultural competence, including understanding language diversity and student cultural learning and motivation styles in a classroom.
Glossary of language teaching terms and idea1
Glossary of language teaching terms and idea1Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document provides definitions and explanations of various language teaching terms and concepts. Some key points covered include:
- The four main language skills of listening, speaking, reading and writing.
- Approaches to language teaching like grammar translation, audiolingualism, and communicative language teaching.
- Components of language like grammar, vocabulary, pronunciation.
- Stages of the learning process from controlled practice to free practice.
- Factors that influence language learning like motivation, time spent studying, and effectiveness of instruction.Glossary of English Language Teaching
The document provides definitions and explanations of various language teaching terms and concepts. Some key points include:
- Language skills include listening, speaking, reading and writing. Communicative competence involves grammatical, sociolinguistic, discourse and strategic competences.
- Approaches to language teaching include audiolingualism, communicative language teaching, deductive and inductive teaching.
- Lesson planning involves objectives, activities to practice language forms, and assessment. Factors like motivation and time spent studying impact learning.
- Language content includes grammar structures, vocabulary, and phonological elements like intonation. Effective teaching reduces the learning burden for students.
English Language Teaching Materials and Learners’ Cultural Identity
This document summarizes an article about how English language teaching materials can impact learners' cultural identities. It discusses how globally produced textbooks often reflect Western culture while nationally produced materials maintain learners' native cultural identities. Three versions of localization are described: strong localization relies entirely on local culture; weak localization adapts global textbooks to the local context; moderate localization balances local and international cultures. The document advocates for the moderate approach of including both home and target cultural elements to motivate learners and equip them with intercultural communication skills.
ELT practices, diversity, and the decolonial turn IV International Moot U San...
ELT practices, diversity, and the decolonial turn IV International Moot U San...Yamith José Fandiño Parra
A basic presentation on how to infuse diversity in ELT using the decolonial turn as a framework of reference. How Children Learn Languages
Children progress through several stages in acquiring their first language from birth to age 12. These stages include babbling, first words, two-word phrases, developing phonological and syntactic norms, and conversational skills. There are differing views on how first and second languages are acquired, including behaviorist, nativist, cognitive-developmental, and social-interactionist perspectives. While first and second language acquisition share similarities like practice and imitation, they also have differences such as context and motivation. Younger children may have an advantage in pronunciation but other factors also influence language learning outcomes.
Decolonizing ELT: Diversity, difference, and teaching practices
This document discusses decolonizing English language teaching practices in Colombia. It argues that current approaches do not consider students' realities and cultures. A post-method pedagogy is proposed that recognizes local knowledge and contexts. Language is viewed as a means of identity and power. Teachers should move from passive technicians to reflective practitioners who understand local contexts and work for social change. Decolonizing practices involve teachers gaining awareness of imposed discourses and power structures, recognizing teaching as an ongoing process, reflecting on their own practices, provoking student self-reflection, and understanding the social dimensions of their schools.
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The document discusses the three main building blocks of sentences: independent clauses, dependent clauses, and phrases. It provides examples of each and explains that independent clauses can stand alone as simple sentences, while dependent clauses cannot. It also introduces the four types of sentences that can be formed using these building blocks: simple sentences with one independent clause, compound sentences with two or more independent clauses joined with coordinating conjunctions, complex sentences with one independent clause and one or more dependent clauses, and sentences that include phrases.
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- 2. Examples: -Formal Vs. Informal -Turn taking in a conversation -Making a request or requests
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- 4. Examples of Instructional Strategies • -Authentic materials • -Films • -Role Play • -Proverbs • -Literature
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- 7. • -Prepared by: • Norah • Sarab • Manal • Teresa