Curriculum Vitae1
•
0 likes•75 views
This document is a curriculum vitae that provides personal and professional details about Mohammad Adel Mahmmod Odetalla. It includes his name, date and place of birth, contact information, education history including a 2001 BA in English Language and Literature from Jerash University in Jordan. It also lists qualifications, skills, work experience as an English teacher from 2001-2011 in Jordan and 2005-2011 in Abu Dhabi, and hobbies of reading and swimming. References are also provided.
Report
Share
Report
Share
Download to read offline
Recommended
Curriculum Vitae - Translator
This document is a curriculum vitae for Mohammad Adel Mahmmod Odetalla providing personal and professional details. It outlines his education including a 2001 B.A. in English Language and Literature from Jerash University in Jordan. It also lists work experience as an English language teacher from 2001-2005 in Jordan and 2005-2011 with Abu Dhabi Educational Council, and current work as a translator since 2011. Additional qualifications and skills are mentioned such as ability to work with students of varying levels and utilize technology in teaching.
Sana CV 2015
Sana' Amro is an English language specialist with over 30 years of experience teaching English to children and adults in both academic and private settings. She has a Masters in English Literature and has taught English courses at various levels from beginner to intermediate. Her key skills include being a good communicator, approachable, passionate, and having strong planning and organizational abilities. She is fluent in English, French, and Arabic both written and spoken.
Developing an Academic English Curriculum for Sudanese Universities: Paramet...
Presentation by Yassir Hassen at the ELT conference/Khartoum University and British Council/ Sudan/1-3 March 2010
Efl contribution to the exit profile
The document discusses how the English as a Foreign Language (EFL) curriculum within the Ecuadorian high school exit profile aims to prepare students for participation in a globalized society. It does so by focusing on developing life, work, and entrepreneurship skills through EFL. The EFL curriculum incorporates developing communication skills, creative and critical thinking, and intercultural understanding. It is designed according to constructivist and communicative language teaching approaches and integrates language learning across content areas. By the end of the program, students will achieve a B1 level of English proficiency based on the Common European Framework of Reference.
Professional development module
This document provides information on Eva Kilar Magdziarz's professional development and qualifications. It outlines her education credentials, including a BA in Teaching English as a Second Language and Translation/Interpreting and an MA in English Philology. It also lists further training she has received in areas like teaching students with learning disabilities and technology conferences. Her teaching experience includes work as a full-time secondary school teacher, part-time primary school teacher, private tutor, and teacher trainer. Other roles include director of studies, examiner, and interpreter/translator. The document discusses artifacts, influences on her professional development like the Common European Framework, and her aspirations to expand her knowledge in instructional design and online learning.
Powerpoint 1
Courtney Johnson recently got married and owns a house with her husband of 10 years. She has a Bachelor's degree in English and Adolescent Education from SUNY Oswego and is currently pursuing a Master's in Education from SUNY Empire State College with a focus on incorporating technology. She has teaching experience through practicums at Durgee Middle School and Solvay High School, where she taught 8th grade English and 10th-12th grade English, respectively. Her goals are to stay up to date on technologies to engage students and land a secure teaching position.
Resume ESL Focus OCT2015
Michele M. Bierzynski is an experienced English teacher with a Master's degree in TESOL. She has taught English to international students and professionals in the U.S. for over 5 years. Bierzynski is culturally sensitive and able to create a comfortable learning environment for diverse students. She is also skilled in public speaking, organization, and using technology in teaching. Bierzynski has lived abroad in China for 5 years and traveled extensively, giving her knowledge of other cultures.
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES
This document discusses factors that affect language learning strategies, including motivation, age, gender, level of proficiency, and socioeconomic status. It reports on several studies that have investigated the relationship between these factors and language learning strategy use. For example, younger learners are able to develop pronunciation and fluency more easily and deploy simple strategies, while older beginners do not differ significantly in strategy use. Females generally use more strategies than males, especially social and metacognitive strategies, though some studies found minor or no differences. Higher proficiency learners employ strategies more frequently and use a wider variety of strategies compared to lower proficiency learners. Socioeconomic status also influences strategy use, with students from wealthier families having
Recommended
Curriculum Vitae - Translator
This document is a curriculum vitae for Mohammad Adel Mahmmod Odetalla providing personal and professional details. It outlines his education including a 2001 B.A. in English Language and Literature from Jerash University in Jordan. It also lists work experience as an English language teacher from 2001-2005 in Jordan and 2005-2011 with Abu Dhabi Educational Council, and current work as a translator since 2011. Additional qualifications and skills are mentioned such as ability to work with students of varying levels and utilize technology in teaching.
Sana CV 2015
Sana' Amro is an English language specialist with over 30 years of experience teaching English to children and adults in both academic and private settings. She has a Masters in English Literature and has taught English courses at various levels from beginner to intermediate. Her key skills include being a good communicator, approachable, passionate, and having strong planning and organizational abilities. She is fluent in English, French, and Arabic both written and spoken.
Developing an Academic English Curriculum for Sudanese Universities: Paramet...
Presentation by Yassir Hassen at the ELT conference/Khartoum University and British Council/ Sudan/1-3 March 2010
Efl contribution to the exit profile
The document discusses how the English as a Foreign Language (EFL) curriculum within the Ecuadorian high school exit profile aims to prepare students for participation in a globalized society. It does so by focusing on developing life, work, and entrepreneurship skills through EFL. The EFL curriculum incorporates developing communication skills, creative and critical thinking, and intercultural understanding. It is designed according to constructivist and communicative language teaching approaches and integrates language learning across content areas. By the end of the program, students will achieve a B1 level of English proficiency based on the Common European Framework of Reference.
Professional development module
This document provides information on Eva Kilar Magdziarz's professional development and qualifications. It outlines her education credentials, including a BA in Teaching English as a Second Language and Translation/Interpreting and an MA in English Philology. It also lists further training she has received in areas like teaching students with learning disabilities and technology conferences. Her teaching experience includes work as a full-time secondary school teacher, part-time primary school teacher, private tutor, and teacher trainer. Other roles include director of studies, examiner, and interpreter/translator. The document discusses artifacts, influences on her professional development like the Common European Framework, and her aspirations to expand her knowledge in instructional design and online learning.
Powerpoint 1
Courtney Johnson recently got married and owns a house with her husband of 10 years. She has a Bachelor's degree in English and Adolescent Education from SUNY Oswego and is currently pursuing a Master's in Education from SUNY Empire State College with a focus on incorporating technology. She has teaching experience through practicums at Durgee Middle School and Solvay High School, where she taught 8th grade English and 10th-12th grade English, respectively. Her goals are to stay up to date on technologies to engage students and land a secure teaching position.
Resume ESL Focus OCT2015
Michele M. Bierzynski is an experienced English teacher with a Master's degree in TESOL. She has taught English to international students and professionals in the U.S. for over 5 years. Bierzynski is culturally sensitive and able to create a comfortable learning environment for diverse students. She is also skilled in public speaking, organization, and using technology in teaching. Bierzynski has lived abroad in China for 5 years and traveled extensively, giving her knowledge of other cultures.
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES
This document discusses factors that affect language learning strategies, including motivation, age, gender, level of proficiency, and socioeconomic status. It reports on several studies that have investigated the relationship between these factors and language learning strategy use. For example, younger learners are able to develop pronunciation and fluency more easily and deploy simple strategies, while older beginners do not differ significantly in strategy use. Females generally use more strategies than males, especially social and metacognitive strategies, though some studies found minor or no differences. Higher proficiency learners employ strategies more frequently and use a wider variety of strategies compared to lower proficiency learners. Socioeconomic status also influences strategy use, with students from wealthier families having
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Teacher Resume
Jamie Cooper is seeking a career as an Adolescent/Young Adult English teacher. She has over 10 years of teaching experience, including as a Language Arts teacher at Dayton Public Schools and a TESOL teacher at Southwestern City Schools. She developed lesson plans, administered tests, and worked on improving student writing and reading skills. Cooper has a Master's in Education from Wright State University with endorsements in TESOL and English. She is skilled in classroom technology and utilizing it in lessons.
PRDE English Curriculum Program
The document outlines the curriculum for the English program at the University of Puerto Rico at Humacao. It describes the vision, mission, and goals of developing students' English communication skills through various approaches and activities. The curriculum emphasizes different linguistic components at elementary and secondary levels, requiring English courses each grade with additional electives available. It aims to help students comprehend, express ideas, read and write in English while considering their native language.
Bilingual esl models_coto
This document discusses different models for educating English language learners (ELLs), including ESL programs, bilingual programs, and dual language programs. It provides details on ESL pull-out programs, sheltered instruction, newcomer programs, transitional bilingual programs, dual language one-way programs, and two-way dual language immersion programs. The conclusion is that bilingual education, especially two-way dual language immersion, has proven most effective in helping ELLs succeed while also promoting bilingualism and cultural identity.
CBI at the Comunity College: Is it Feasible?
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
12 13 rojas flyer
This document provides information about a weekend workshop hosted by St. Mary's International School in Tokyo, Japan from September 22-23, 2012. The workshop, led by education consultant Dr. Virginia Rojas, will focus on building English learners' sense of competence through academic achievement. Participants will learn strategies for designing challenging and supportive learning environments, using evidence-based backwards planning and instructional techniques. The workshop costs 9,000 yen to attend and includes meals and materials. Hotel accommodations nearby are also detailed.
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)Center for Global Education at Asia Society
1. The Language Flagship program aims to create global professionals with superior language proficiency through intensive language instruction, cross-disciplinary courses, internships, and capstone programs abroad.
2. The program faces administrative challenges in coordinating students from different departments and providing long-term support, as well as pedagogical challenges in developing advanced language skills and content-based curriculum.
3. Innovations include housing the program in a centralized administrative unit, pooling campus resources, engaging cross-disciplinary faculty, and adopting flexible and multiple entry points into the program combined with content-based, individualized, and performance-based language instruction.What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
This document outlines the purpose, qualifications, requirements, and standards for English as a Second Language (ESL) programs and teachers. The purpose is to support students whose primary language is not English and help teachers address potential language barriers. ESL programs should provide full-time dual language instruction, teach basic skills in the student's native language, and focus on intensive English skills development. Teachers must be proficient in a language other than English, pass a language proficiency test, and understand factors that affect ESL students' learning. They are also expected to advocate for students and facilitate family involvement. Potential challenges include students facing acceptance in a diverse society or feeling forced to abandon their native culture.
Cbi
This document discusses content-based instruction (CBI), which combines language and content learning. CBI principles reflect learners' needs for acquiring a second language. It involves studying language through subject matter, with the second language serving as the medium of instruction at any instructional level. The roles of students include creating groups, supporting each other, and taking an active role in learning. Teachers must be knowledgeable in the subject matter and able to share that knowledge with students. CBI has advantages like making classes more active and interesting, but disadvantages like students not understanding many words and getting confused between languages. CBI effectively improves English proficiency and teaches skills needed for various professions.
Technology Use for English Language Learners
A coach and educator, Cory Olcott stands out as a former principal intern with Tech Boston Academy in Dorchester, Massachusetts. In that role, Cory Olcott investigated technology options for use in teaching a diverse cohort of students, including a number of English language learners.
Course Introduction PPT
This course is taught by Rukaia Islam and aims to help students apply their English knowledge in real life, understand English fundamentals, and develop their four basic English skills. The course will help students recognize their English background, review grammar, learn learning methods, improve pronunciation and vocabulary, and develop writing skills. Students will practice skills through classroom activities and assessments, using an online platform for materials, tools and communication. Assessment includes performance, quizzes, assignments, and a final exam worth 100 total marks.
Content and language Integrated Learning (CLIL)
Content and language integrated learning (CLIL) is an educational approach where an additional language is used as the medium of instruction to teach both content and language skills simultaneously. It was created in 1994 by David Marsh as a methodology similar to but distinct from language immersion and content-based instruction. CLIL has dual aims of teaching subject matter through the additional language as well as developing proficiency in that language. It provides opportunities for students to learn new perspectives on content while also building terminology in the target language.
Curriculum expo (1)
The document outlines the Ecuadorian Ministry of Education's acknowledgement of key issues regarding English language teaching and the communicative approach. It discusses the importance of English as a tool for understanding other cultures and the need to align the English curriculum with standards like the Common European Framework of Reference. It then describes the characteristics of the communicative-functional approach proposed for the English curriculum, which focuses on real-world contexts and the relationship between language forms. Finally, it provides details on language proficiency levels based on the CEFR, from basic users at A1-A2 to independent users at B1-B2.
English Teacher's Guide: Lesson Planning
This document outlines principles for developing competence-based language portfolios and assessments. It discusses involving students in decision making through needs assessments and language portfolios. A competence-based approach is advocated using standards like the Common European Framework of Reference for Languages to develop curricula across school levels from elementary to high school. Language domains like communication, culture, connection, comparison, and community are mapped to school levels. A planning procedure is outlined including identifying competences, selecting content, analyzing resources, setting learning activities, and evaluating. Interdisciplinary connections and developing values are also emphasized.
Assignment 2-edu-402 (12127013)
This syllabus design project is for a Linguistics I course. The syllabus discusses the course description, objectives, outcomes, topics covered, and assessment methods. The course objectives are to introduce students to the scientific study of language and fundamental linguistic concepts. By the end of the course, students will understand the nature of human language and differences between human and animal communication systems. Topics covered include the levels of language, mediums of language, language families, and a comparison of language to other communication systems. Students will be assessed through exams, assignments, and class participation.
English acqusition programs final
A position multimedia presentation exploring the pro's and con's of immersion, transition and bilingual programs in schools today.
CPC Presentation
Central Pacific College is an English language school located in Hawaii that offers 5 academic programs in English proficiency from beginner to advanced levels. It aims to provide high-quality ESL education through developing students' linguistic, social, cultural, and reflective competencies. Classes utilize a method called Student Development Activities which follow the process of Think, Do, Reflect to encourage organic language learning through hands-on projects. The school ensures quality and improvement through regular evaluations, faculty support, and opportunities for extracurricular learning outside the classroom.
Resume_Kaustav Kanti Paul
Kaustav Kanti Paul is seeking a dynamic role that allows him to use analytical and creative skills to solve business problems. He has experience as the co-owner and partner of Rangzen Restaurant, where he helped increase distribution and sales through online ordering and kiosks. Previously, he worked at Fullerton India Credit Company as manager of mortgage products, where he launched new variants, monitored channel performance, and streamlined business processes. He has an MBA in marketing and a bachelor's degree in electronics and instrumentation.
More Related Content
What's hot
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Teacher Resume
Jamie Cooper is seeking a career as an Adolescent/Young Adult English teacher. She has over 10 years of teaching experience, including as a Language Arts teacher at Dayton Public Schools and a TESOL teacher at Southwestern City Schools. She developed lesson plans, administered tests, and worked on improving student writing and reading skills. Cooper has a Master's in Education from Wright State University with endorsements in TESOL and English. She is skilled in classroom technology and utilizing it in lessons.
PRDE English Curriculum Program
The document outlines the curriculum for the English program at the University of Puerto Rico at Humacao. It describes the vision, mission, and goals of developing students' English communication skills through various approaches and activities. The curriculum emphasizes different linguistic components at elementary and secondary levels, requiring English courses each grade with additional electives available. It aims to help students comprehend, express ideas, read and write in English while considering their native language.
Bilingual esl models_coto
This document discusses different models for educating English language learners (ELLs), including ESL programs, bilingual programs, and dual language programs. It provides details on ESL pull-out programs, sheltered instruction, newcomer programs, transitional bilingual programs, dual language one-way programs, and two-way dual language immersion programs. The conclusion is that bilingual education, especially two-way dual language immersion, has proven most effective in helping ELLs succeed while also promoting bilingualism and cultural identity.
CBI at the Comunity College: Is it Feasible?
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
12 13 rojas flyer
This document provides information about a weekend workshop hosted by St. Mary's International School in Tokyo, Japan from September 22-23, 2012. The workshop, led by education consultant Dr. Virginia Rojas, will focus on building English learners' sense of competence through academic achievement. Participants will learn strategies for designing challenging and supportive learning environments, using evidence-based backwards planning and instructional techniques. The workshop costs 9,000 yen to attend and includes meals and materials. Hotel accommodations nearby are also detailed.
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)Center for Global Education at Asia Society
1. The Language Flagship program aims to create global professionals with superior language proficiency through intensive language instruction, cross-disciplinary courses, internships, and capstone programs abroad.
2. The program faces administrative challenges in coordinating students from different departments and providing long-term support, as well as pedagogical challenges in developing advanced language skills and content-based curriculum.
3. Innovations include housing the program in a centralized administrative unit, pooling campus resources, engaging cross-disciplinary faculty, and adopting flexible and multiple entry points into the program combined with content-based, individualized, and performance-based language instruction.What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
This document outlines the purpose, qualifications, requirements, and standards for English as a Second Language (ESL) programs and teachers. The purpose is to support students whose primary language is not English and help teachers address potential language barriers. ESL programs should provide full-time dual language instruction, teach basic skills in the student's native language, and focus on intensive English skills development. Teachers must be proficient in a language other than English, pass a language proficiency test, and understand factors that affect ESL students' learning. They are also expected to advocate for students and facilitate family involvement. Potential challenges include students facing acceptance in a diverse society or feeling forced to abandon their native culture.
Cbi
This document discusses content-based instruction (CBI), which combines language and content learning. CBI principles reflect learners' needs for acquiring a second language. It involves studying language through subject matter, with the second language serving as the medium of instruction at any instructional level. The roles of students include creating groups, supporting each other, and taking an active role in learning. Teachers must be knowledgeable in the subject matter and able to share that knowledge with students. CBI has advantages like making classes more active and interesting, but disadvantages like students not understanding many words and getting confused between languages. CBI effectively improves English proficiency and teaches skills needed for various professions.
Technology Use for English Language Learners
A coach and educator, Cory Olcott stands out as a former principal intern with Tech Boston Academy in Dorchester, Massachusetts. In that role, Cory Olcott investigated technology options for use in teaching a diverse cohort of students, including a number of English language learners.
Course Introduction PPT
This course is taught by Rukaia Islam and aims to help students apply their English knowledge in real life, understand English fundamentals, and develop their four basic English skills. The course will help students recognize their English background, review grammar, learn learning methods, improve pronunciation and vocabulary, and develop writing skills. Students will practice skills through classroom activities and assessments, using an online platform for materials, tools and communication. Assessment includes performance, quizzes, assignments, and a final exam worth 100 total marks.
Content and language Integrated Learning (CLIL)
Content and language integrated learning (CLIL) is an educational approach where an additional language is used as the medium of instruction to teach both content and language skills simultaneously. It was created in 1994 by David Marsh as a methodology similar to but distinct from language immersion and content-based instruction. CLIL has dual aims of teaching subject matter through the additional language as well as developing proficiency in that language. It provides opportunities for students to learn new perspectives on content while also building terminology in the target language.
Curriculum expo (1)
The document outlines the Ecuadorian Ministry of Education's acknowledgement of key issues regarding English language teaching and the communicative approach. It discusses the importance of English as a tool for understanding other cultures and the need to align the English curriculum with standards like the Common European Framework of Reference. It then describes the characteristics of the communicative-functional approach proposed for the English curriculum, which focuses on real-world contexts and the relationship between language forms. Finally, it provides details on language proficiency levels based on the CEFR, from basic users at A1-A2 to independent users at B1-B2.
English Teacher's Guide: Lesson Planning
This document outlines principles for developing competence-based language portfolios and assessments. It discusses involving students in decision making through needs assessments and language portfolios. A competence-based approach is advocated using standards like the Common European Framework of Reference for Languages to develop curricula across school levels from elementary to high school. Language domains like communication, culture, connection, comparison, and community are mapped to school levels. A planning procedure is outlined including identifying competences, selecting content, analyzing resources, setting learning activities, and evaluating. Interdisciplinary connections and developing values are also emphasized.
Assignment 2-edu-402 (12127013)
This syllabus design project is for a Linguistics I course. The syllabus discusses the course description, objectives, outcomes, topics covered, and assessment methods. The course objectives are to introduce students to the scientific study of language and fundamental linguistic concepts. By the end of the course, students will understand the nature of human language and differences between human and animal communication systems. Topics covered include the levels of language, mediums of language, language families, and a comparison of language to other communication systems. Students will be assessed through exams, assignments, and class participation.
English acqusition programs final
A position multimedia presentation exploring the pro's and con's of immersion, transition and bilingual programs in schools today.
CPC Presentation
Central Pacific College is an English language school located in Hawaii that offers 5 academic programs in English proficiency from beginner to advanced levels. It aims to provide high-quality ESL education through developing students' linguistic, social, cultural, and reflective competencies. Classes utilize a method called Student Development Activities which follow the process of Think, Do, Reflect to encourage organic language learning through hands-on projects. The school ensures quality and improvement through regular evaluations, faculty support, and opportunities for extracurricular learning outside the classroom.
What's hot (18)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
Blanscet Crain Evers Wk 3 Esl – English As A Second Language
Viewers also liked
Resume_Kaustav Kanti Paul
Kaustav Kanti Paul is seeking a dynamic role that allows him to use analytical and creative skills to solve business problems. He has experience as the co-owner and partner of Rangzen Restaurant, where he helped increase distribution and sales through online ordering and kiosks. Previously, he worked at Fullerton India Credit Company as manager of mortgage products, where he launched new variants, monitored channel performance, and streamlined business processes. He has an MBA in marketing and a bachelor's degree in electronics and instrumentation.
Entrevista no dirigida. presentación
Este documento presenta la lista de integrantes de un equipo de estudiantes de la Licenciatura en diseño y comunicación gráfica del Instituto de Estudios Universitarios que cursan la asignatura Introducción a la Comunicación durante el primer cuatrimestre del grupo T008. El equipo está conformado por 6 estudiantes mujeres.
CVs
The document provides a curriculum vitae for Lim Kim Seng, who has worked as a Project Manager at ALME Engineering Pte Ltd for 4 years. Lim has over 21 years of experience in electrical installation work. As Project Manager, his responsibilities included project management, contract administration, procurement, testing and commissioning, and coordinating various building systems. Some of the major projects he oversaw included fit outs for Safe Superstore, Legg Mason, UOB, Fitness First, and Deutsche Bank, ranging in value from $35,000 to over $10 million.
Youtube. historia
Youtube fue fundado en 2005 por Chad Hurley, Steve Chen y Jawed Karim. Funciona de manera sencilla, permitiendo cargar todo tipo de videos como anuncios, clips musicales, vlogs y montajes fotográficos utilizando Adobe Flash. Su éxito radica en ofrecer una plataforma para compartir todo tipo de contenidos audiovisuales de manera fácil e intuitiva.
Ruby y las arquitecturas orientadas a servicios
El documento describe las tecnologías orientadas a servicios como SOAP, WSDL, UDDI y su relación con Ruby on Rails. Rails no tiene integración nativa con SOAP pero existen gemas que lo permiten aunque con limitaciones. Se explican conceptos como la filosofía REST y la necesidad de protocolos estándar para la integración de aplicaciones distribuidas. Actualmente existe trabajo en curso para mejorar la integración de Rails con servicios web siguiendo estándares.
WilliamLord_Resume Atos 6-15-15
This document provides a summary of William Lord's experience as a Senior Project Manager with over 20 years of experience managing complex IT infrastructure projects globally. He has extensive experience managing budgets, developing project plans, and leading teams to deliver projects on time and under budget. His technical skills include experience with hardware, networking, software, and project management tools.
Daruri Cereşti - Dicteu Divin prin Jakob Lorber
Nu căuta lumina care este moartă, ci iubirea. Astfel, lumina ta va primi viaţă de la Mine, Care sunt Iubirea şi Viaţa, din veşnicie în veşnicie. Amin! - Eu, Iisus. Amin!
nuevo sistema acusatorio
Este documento presenta un resumen del sistema acusatorio adversarial en México. Explica que México está implementando un nuevo sistema de justicia penal basado en juicios orales públicos y contradictorios. También describe los principios rectores como la presunción de inocencia, la oralidad y la valoración libre de pruebas. Finalmente, concluye que este nuevo enfoque agilizará los procesos y mejorará la impartición de justicia, aunque se reconoce que es un proceso en desarrollo.
Projects_RAF
The document discusses four construction projects located in Oman and Kuwait, including an aluminum rolling mill for FATA EPC in Oman, a Honda car showroom in Kuwait, the Australian collage of Engineering in Kuwait, and a pre-engineered building with sheeting using the Bocad model.
Viewers also liked (12)
Ldb key management 2014 05-23 pedronetto-gestione delle riunioni
Ldb key management 2014 05-23 pedronetto-gestione delle riunioni
Similar to Curriculum Vitae1
Tamer Anwar - CV (1) (2)
Tamer Anwar is an Egyptian national seeking a position as an English language specialist or instructor. He has over 15 years of experience teaching English to students of various ages and levels in Saudi Arabia and Egypt. His experience includes serving as the head of department at Dar Al Thikr Private Schools from 2006 to 2008. He holds a Master's degree in Education (TESOL) from the University of Science in Malaysia and has received additional training from institutions such as the British Council and Columbus University.
CV
Mohammad Shaqra is seeking a position as an English language teacher with extensive experience teaching English to students of various ages and levels in the United States, Qatar, and Jordan. He has over 7 years of experience and holds an IH Certificate in Teaching English as well as certification from the Jordanian Ministry of Education. Shaqra is proficient in implementing communicative teaching approaches to help students improve their English language skills, prepare for standardized tests, and create supportive learning environments.
Tareq C . V
Tareq Salamh Al Dndn is a Syrian teacher of Arabic seeking employment. He received a B.A. in Arabic Language and Literature from Damascus University in 2002 and a Diploma in Education in 2004. He has over 15 years of experience teaching Arabic at schools in Syria, Saudi Arabia, and the United Arab Emirates. He is proficient in Arabic and English and has strong computer skills. Al Dndn has participated in educational development courses and uses technology to engage students. His teaching experience, qualifications, and commitment to student success make him a qualified Arabic instructor.
Heba Gamal - English Instructor
Heba Gamal Mohammad Gaber is seeking a position as an English language expert where she can apply her excellent communication, analytical, and technical skills. She has a BA in Arts and Education with a focus on English from Helwan University as well as several diplomas in English literature, teaching English as a foreign language, and linguistics from Ain Shams University. Her experience includes teaching English at various schools from 2010 to the present. She has strong language skills in English and French as well as soft skills including public speaking, communication, leadership, teamwork, creativity, and analytical problem solving.
Tareq CV
This document is a CV for Tareq Salamh Al Dndn, a teacher of Arabic. Some key details:
- Tareq was born in 1977 in Dara, Syria and holds Syrian nationality. He received a B.A. in Arabic Language and Literature from Damascus University in 2002.
- He has over 15 years of experience teaching Arabic in Syria, Saudi Arabia, and the UAE. Since 2004, he has worked as an Arabic teacher at Dubai National School.
- Tareq has excellent English skills and proficiency with technologies like Smart Boards. He regularly attends teaching development courses.
- In addition to teaching Arabic, Tareq has experience managing Arabic departments and
english cv
Ibrahim Elemam is an Egyptian national who currently resides in Sharjah, UAE. He obtained a Bachelor's degree in Arabic Language from Mansoura University in 2002. Since 2011, he has worked as an Arabic teacher at Our Own English High School in Sharjah, where he teaches Arabic to middle and high school students. His responsibilities include coordinating the Arabic department, developing lesson plans, administering exams, and providing extra support to struggling students. He is proficient in Arabic and English.
Asmaa Elfeky last updated CV
Asmaa Elfeky is an Egyptian English teacher seeking work. She has over 10 years of experience teaching English to elementary, middle, and high school students in Egypt and Saudi Arabia. Currently she works as the English Coordinator and teacher at Tiba International School in Alexandria, Egypt, where her responsibilities include teacher recruitment, observation, evaluation, and professional development. She holds a B.A. in English Education from Alexandria University and TESOL and TOT certificates.
cv 2015
Joanne Boyle has over 25 years of experience in education, including teaching English, delivering TESOL and other language programs, and coordinating educational initiatives in Australia and overseas. She currently works as a teacher and trainer at Monash College and Crown College, where she designs and delivers IELTS, literacy, and English for workplace courses. Previously, she was a program manager and trainer at Chisholm Institute, where she coordinated TESOL programs, established successful online courses, and developed relationships with external partners.
Profile_NSDP-Pappu
NSDP Pappu has over 15 years of experience as an ESL teacher and content developer for Narayana Group of Schools. He is responsible for developing content according to the National Curriculum Framework and igniting a passion for language learning among students. Pappu has also trained teachers and mentored students, honing their communication skills and kindling a love for learning. With his expertise in language teaching, developing soft skills, and using eLearning methods, Pappu is well-equipped to foster holistic development in students.
Resume
Abeer Saleh Thabit Nasser Ahmed is a Yemeni educator seeking a position as an English teacher. She has a BA in English language from Saber College at Aden University, and has completed several teaching certifications including TOEFL training. Her professional experience includes teaching English to students ages 14-50 at Amideast Institute in Aden, developing lesson plans, administering exams, and mentoring new teachers. In her personal time, she enjoys developing her skills in facilitation, community engagement, and computer proficiency. References are available from her coordinators at Amideast Institute.
danish's resume ORI
Danish Akram Sofi is seeking a position that allows him to utilize his skills in English language teaching and literature. He has over 5 years of experience teaching English at various schools in Jammu and Kashmir. He holds a B.A. from the University of Kashmir, an M.A. in Linguistics from the University of Kashmir, an M.A. in English from IGNOU, and is pursuing a Ph.D. in English from Shri Venkateshwara University. His skills include teaching all levels of linguistics as well as English literature, developing new lesson plans, and working with at-risk students.
danish's resume ORI
Danish Akram Sofi is seeking a position that allows him to utilize his skills in English language teaching and literature. He has over 5 years of experience teaching English at various schools in Jammu and Kashmir. He holds a B.A. from the University of Kashmir, an M.A. in Linguistics from the University of Kashmir, an M.A. in English from IGNOU, and is pursuing a Ph.D. in English from Shri Venkateshwara University. His skills include teaching all levels of linguistics as well as English literature, developing new lesson plans, and working with at-risk students.
Bene Educator resume
Rebecca Bené has over 20 years of experience teaching English, Spanish, Arabic, and other languages to students of various ages and backgrounds. She holds a Master's in Education with a focus on Teaching English to Speakers of Other Languages. Bené has taught at the high school and college levels in several countries, developed curricula, and administered language programs. She is fluent in English, Spanish, and Italian with intermediate skills in Arabic, French, and German.
CV ( Abdul Jabbar Abbasi)
This document provides a summary of Abdul Jabbar Abbasi's qualifications and experience as an English language educator. He has over 19 years of experience teaching English at various levels in Pakistan and Saudi Arabia. He currently serves as an Assistant Professor and Head of the English Department at a government postgraduate college in Pakistan. Abbasi has extensive qualifications, including several Master's degrees and TEFL/TESOL certificates. He is skilled in curriculum development, exam administration, and exploiting technology to enhance learning. Abbasi aims to tailor his teaching methods to individual students and motivate them to perform to their highest ability.
CV 2014 with testimonials
Ahmed Maher Hamed Abouelenin is an experienced English teacher seeking a new teaching position who has over 15 years of experience teaching English, Global Issues, and American Diploma courses to middle and high school students in Egypt and Saudi Arabia. He is currently the director of the Model United Nations program and Summer School program at Dhahran Ahliyya Schools in Dammam, Saudi Arabia. The document provides details on his education, certifications, experience, skills, references, and testimonials from previous supervisors and colleagues.
Mohsen Mohammed Said
This document contains a summary of an individual's personal and professional details. It provides their name, date of birth, address, education history, languages spoken, work experience, skills, and contact information. The individual has an BA in English and Education from Tanta University and over 15 years of experience teaching English to students of various ages and backgrounds in Egypt. Their objective is to find a challenging position utilizing their teaching, translation, and interpersonal skills.
C V Mohammed Afify
This document contains a summary of Mohammed Afify's experience as an Arabic teacher. He has over 5 years of experience teaching Arabic in Dubai. He is passionate about engaging students and focusing on their interests and needs. He has experience creating lesson plans and activities centered around student learning. Currently he works as an Arabic teacher at GEMS Our Own High School in Dubai, where he develops lessons, communicates with parents, and assesses student progress.
Sara Warnock Standard ESL Resume
This document provides a summary of Sara Warnock's skills and qualifications for teaching English language learners. It outlines her teaching experience in New York, Massachusetts, Japan, and South Korea, as well as her areas of expertise including language learning theories and skills in Spanish, French, and educational technology. She holds teaching licenses in New York, Massachusetts, and English language learner certifications. Her professional experience demonstrates strengths in differentiating instruction, setting student learning goals, and improving student achievement.
CV Umut Ozkurt
Umut Ozkurt has over 10 years of experience teaching English to speakers of other languages. He holds a BA in English Language Teaching from Anadolu University and an MA in Teaching English to Speakers of Other Languages from York St John University. His experience includes positions as a lecturer at Jumeira University and instructor roles at AETG/Al Faisal Academy and the European Center for the Development of Vocational Training. He is proficient in English, Turkish, Arabic, and French and has strong skills in Microsoft Office applications and using technology to enhance learning.
CV2 Mohammad Rashaad Toffa
Muhammad Rashaad Toffa is an English language instructor at the National Institute of Technology in Jeddah, Saudi Arabia. He has over 15 years of experience teaching English as a foreign language to students of all ages. Toffa aims to make learning fun and enjoyable for his students so they love what they're learning and apply it to their lives. He holds several teaching qualifications and certificates and is constantly working to enhance his teaching methods with the latest trends.
Similar to Curriculum Vitae1 (20)
Curriculum Vitae1
- 1. Curriculum Vitae (Personal information) Name : Mohammad Adel Mahmmod Odetalla Date of Birth : 22/05/1979 Place of Birth: Jordan Mobile : 00971 50 8170391 Email : Ayassrah@yahoo.com Academic Attainments 2001: B.A. in English Language and literature /Jerash University – Jordan. Extra Qualifications CELTA (Certificate in Teaching English to Speakers of Other Languages) Certificate of Proficiency in Educational Projects Planning. ICDL certificate, 2004. Diploma in Educational Leadership - Eton University Skills and Qualifications Ability to deal greatly with students in all educational levels and understand their special educational requirements. Ability to considering with individuals differences, and to develop the creative thinking for students. Following the modern teaching methods utilizing technology means. Concerning with the teaching extra-curriculum activities. Communication skills. Ability to work under pressure, as a member of a team and for long periods of time. Ability to work without supervision. Work Experience 2011 – till now (AL SHAEEN ADVENTURE –LLC) Translator. 2005 - 2011 Abu Dhabi Educational Council –English language Teacher. *Duties included: -Teaching general English for primary student level. -Placing students’ levels as a base for planning teaching strategies. -Preparing students quizzes and exams. -Responsible for evaluating, assessing and setting remedial plans. -Gathering enriching, supporting material through various resources to enhance students’ understanding of theme being taught.
- 2. 2001 – 2005 Ministry of Education /Jordan – English language Teacher (Primary and Secondary Schools). *Duties included: -Teaching general English for primary and secondary levels students. -Responsible for setting exams and quizzes including midterm and final exams. Hobbies Reading and swimming. References 1. Mrs. Monika Von Oppell/ English Advisor/ADEC. Tel: + 97150125185. 2. Mr. HASSAN ALSHAMSI/ Vice principal/ ADEC. Tel: + 971504421616. 3. Mr. Ali Alnaqbi/ Principal/ ADEC. Tel: +971 557666100.