Definition of language arts
•
8 likes•5,503 views
Various definitions of Language arts. These were combined by students at The Moneague College Jamaica
Report
Share
Report
Share
Download to read offline
Recommended
ELTMM : Types of instruction material and media and its characteristicsti
ELTMM : types of instruction material and media and its characteristics (see anfauziasyafei.blogspot.co.id)
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The nature of language slideshare.net
The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
Language policy in education.pptx
Language policy in education refers to the official rules governing language use in education systems. These policies vary between countries and within countries based on population language(s), history, culture, and politics. In India, language policy in education has been significant given its multilingual nature. Major education commissions and policies in India have recommended using regional languages as the medium of instruction up to grade 5 and introducing English and Hindi afterward to promote multilingualism and national unity while preserving cultural diversity. An effective language policy is important for equity, improved learning outcomes, multilingualism, cultural preservation, and social cohesion.
Discrete point test 1
1. Discrete point testing refers to testing language skills and components individually, one at a time, such as testing a single grammatical structure.
2. Examples of discrete point tests include multiple choice questions, fill-in-the-blank questions, true/false questions, spelling tests, and tests of phoneme recognition.
3. Discrete point tests are easy to score objectively but take more time and energy to create and do not capture real-world language use.
Developing Strategies for the Macroskills
The document discusses strategies for developing the four macroskills of language learning: receptive skills of listening and reading, and productive skills of speaking and writing. It emphasizes that language learning involves acquiring these skills through meaningful, interactive practice. Students must learn strategies for intake of input and output of the language. Integrating the four skills into lessons is advantageous because it mirrors real-world language use, adds variety, and allows for recycling of language. Lessons should balance skill practice throughout their introduction, practice, and revision stages.
Authentic materials vs created materials
The document discusses different types of materials used in language teaching, including authentic, created, and technological materials. Authentic materials are examples of real-world language produced for genuine communication rather than language teaching. Created materials are specially developed teaching resources like textbooks and worksheets. The document also discusses the benefits of using authentic materials in language teaching by exposing students to real-world language input. It provides examples of different types of authentic materials like printed texts, visual materials, listening materials, and realia. Finally, the document discusses how materials should be designed to promote task-based language learning, outlining five key characteristics of tasks according to Nunan. Teachers are assigned to design their own language learning task by the due date of May
Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Recommended
ELTMM : Types of instruction material and media and its characteristicsti
ELTMM : types of instruction material and media and its characteristics (see anfauziasyafei.blogspot.co.id)
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
The nature of language slideshare.net
The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
Language policy in education.pptx
Language policy in education refers to the official rules governing language use in education systems. These policies vary between countries and within countries based on population language(s), history, culture, and politics. In India, language policy in education has been significant given its multilingual nature. Major education commissions and policies in India have recommended using regional languages as the medium of instruction up to grade 5 and introducing English and Hindi afterward to promote multilingualism and national unity while preserving cultural diversity. An effective language policy is important for equity, improved learning outcomes, multilingualism, cultural preservation, and social cohesion.
Discrete point test 1
1. Discrete point testing refers to testing language skills and components individually, one at a time, such as testing a single grammatical structure.
2. Examples of discrete point tests include multiple choice questions, fill-in-the-blank questions, true/false questions, spelling tests, and tests of phoneme recognition.
3. Discrete point tests are easy to score objectively but take more time and energy to create and do not capture real-world language use.
Developing Strategies for the Macroskills
The document discusses strategies for developing the four macroskills of language learning: receptive skills of listening and reading, and productive skills of speaking and writing. It emphasizes that language learning involves acquiring these skills through meaningful, interactive practice. Students must learn strategies for intake of input and output of the language. Integrating the four skills into lessons is advantageous because it mirrors real-world language use, adds variety, and allows for recycling of language. Lessons should balance skill practice throughout their introduction, practice, and revision stages.
Authentic materials vs created materials
The document discusses different types of materials used in language teaching, including authentic, created, and technological materials. Authentic materials are examples of real-world language produced for genuine communication rather than language teaching. Created materials are specially developed teaching resources like textbooks and worksheets. The document also discusses the benefits of using authentic materials in language teaching by exposing students to real-world language input. It provides examples of different types of authentic materials like printed texts, visual materials, listening materials, and realia. Finally, the document discusses how materials should be designed to promote task-based language learning, outlining five key characteristics of tasks according to Nunan. Teachers are assigned to design their own language learning task by the due date of May
Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Materials development for language learning and teaching
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Language and Literacy
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Communicative Approach
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
Macro skills in learning
The document discusses the four macro skills of communication: listening, speaking, reading, and writing. It states that these are the fundamental skills needed to learn any language. When learning a new language, one must engage in balancing practice across all four of these skills. The skills that are not practiced will be weaker. The document then provides more details on each individual skill.
Language teaching materials
In this class, a framework for selecting the most suitable language teaching materials for a course.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Language: Definition, Nature, and Characteristics
Language Curriculum for Secondary
What are the nature of language? What are the characteristics of language?
Language arts
The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
Realia
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Using authentic materials
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Material development in elt current issues
This document discusses issues related to materials used in English language teaching (ELT). It notes that commercial materials play a central role in most language instruction worldwide. While many publications on materials focus on design and development, the field remains under-researched. Course books in particular are still ubiquitous globally, though they have disadvantages like not meeting local needs and contexts. The document also discusses debates around global versus local materials, how teachers adapt to curriculum changes, and the impact of technology on ELT materials.
USING COURSE BOOKS IN ELT
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Teaching approaches
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes using the target language for meaningful communication. It focuses on functions of language, provides opportunities for students to negotiate meaning, and engages students in role-plays, dialogues, and other interactive activities. While CLT had early successes, it was later criticized for excluding grammar instruction and failing to develop student accuracy. The approach also faced issues with cultural adaptation and commercialization. The document concludes by discussing communicative approaches as an evolution of CLT that balances functional language use with different classroom techniques.
Teaching reading through ict
This presentation focuses on teaching reading through information and communication technology (ICT). It discusses the nature of reading as either extensive or intensive. Extensive reading focuses on meaning and fluency, while intensive reading focuses on language skills and comprehension. The presentation also provides principles for designing interactive reading activities, such as including specific reading skills instruction and balancing authenticity with readability. It explores using ICT like computers and the internet in teaching reading, noting both advantages like attracting students' attention, and disadvantages like difficulty controlling the class. Guidelines are given for successful computer-assisted reading instruction in the classroom.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
The 6 language arts and aquiring lang
The document discusses the six language arts: reading, writing, listening, speaking, viewing, and visually representing. It notes that the language arts cannot be taught in isolation and often involve more than one skill. It asks the reader to consider activities students could do related to a video of the Three Little Pigs and which language arts each activity would belong to.
Language arts patterns of practice
Teachers use four instructional approaches - literature focus units, literature circles, reading and writing workshops, and thematic units - to engage students in authentic language learning. They take on complex, multidimensional roles, differentiating instruction to meet student needs through choices, small groups, centers, integrating all language arts, and incorporating projects. Assessment is also differentiated and authentic, using observations, conferences, checklists and portfolios to evaluate students' development and inform instruction, with the goal of helping all students succeed.
More Related Content
What's hot
Materials development for language learning and teaching
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Language and Literacy
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Communicative Approach
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
Macro skills in learning
The document discusses the four macro skills of communication: listening, speaking, reading, and writing. It states that these are the fundamental skills needed to learn any language. When learning a new language, one must engage in balancing practice across all four of these skills. The skills that are not practiced will be weaker. The document then provides more details on each individual skill.
Language teaching materials
In this class, a framework for selecting the most suitable language teaching materials for a course.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Language: Definition, Nature, and Characteristics
Language Curriculum for Secondary
What are the nature of language? What are the characteristics of language?
Language arts
The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
Realia
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Using authentic materials
This document discusses authentic materials in language teaching. Authentic materials are any materials not specifically produced for language teaching. They can include TV, films, news, weather forecasts and more. Using authentic materials has advantages like motivation, cultural knowledge, and preparing students for the real world. However, there are also disadvantages such as requiring more preparation time and potentially difficult language demotivating students. When selecting materials, teachers should consider factors like content suitability, familiarity, and how the material supports learning objectives. Overall, authentic materials offer students practice with real language use and promote learning how language is actually used.
Material development in elt current issues
This document discusses issues related to materials used in English language teaching (ELT). It notes that commercial materials play a central role in most language instruction worldwide. While many publications on materials focus on design and development, the field remains under-researched. Course books in particular are still ubiquitous globally, though they have disadvantages like not meeting local needs and contexts. The document also discusses debates around global versus local materials, how teachers adapt to curriculum changes, and the impact of technology on ELT materials.
USING COURSE BOOKS IN ELT
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Teaching approaches
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes using the target language for meaningful communication. It focuses on functions of language, provides opportunities for students to negotiate meaning, and engages students in role-plays, dialogues, and other interactive activities. While CLT had early successes, it was later criticized for excluding grammar instruction and failing to develop student accuracy. The approach also faced issues with cultural adaptation and commercialization. The document concludes by discussing communicative approaches as an evolution of CLT that balances functional language use with different classroom techniques.
Teaching reading through ict
This presentation focuses on teaching reading through information and communication technology (ICT). It discusses the nature of reading as either extensive or intensive. Extensive reading focuses on meaning and fluency, while intensive reading focuses on language skills and comprehension. The presentation also provides principles for designing interactive reading activities, such as including specific reading skills instruction and balancing authenticity with readability. It explores using ICT like computers and the internet in teaching reading, noting both advantages like attracting students' attention, and disadvantages like difficulty controlling the class. Guidelines are given for successful computer-assisted reading instruction in the classroom.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
What's hot (20)
Materials development for language learning and teaching
Materials development for language learning and teaching
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Factors that influence second language acquisition and learning
Factors that influence second language acquisition and learning
Viewers also liked
The 6 language arts and aquiring lang
The document discusses the six language arts: reading, writing, listening, speaking, viewing, and visually representing. It notes that the language arts cannot be taught in isolation and often involve more than one skill. It asks the reader to consider activities students could do related to a video of the Three Little Pigs and which language arts each activity would belong to.
Language arts patterns of practice
Teachers use four instructional approaches - literature focus units, literature circles, reading and writing workshops, and thematic units - to engage students in authentic language learning. They take on complex, multidimensional roles, differentiating instruction to meet student needs through choices, small groups, centers, integrating all language arts, and incorporating projects. Assessment is also differentiated and authentic, using observations, conferences, checklists and portfolios to evaluate students' development and inform instruction, with the goal of helping all students succeed.
LANGUAGE ARTS
This document outlines language development activities for primary school pupils involving songs, poetry, and creative works. It recommends using songs and poems to help pupils appreciate rhyme by the end of primary school. It also suggests activities like story time, discussing book covers, making paper boats, and more to help pupils express responses to literature and be able to plan and produce their own creative works. The goal is for pupils to enjoy and appreciate different forms of creative expression through performance and interactive activities by the end of their primary schooling.
Ramos_Katerine_Language_Teaching_Strategies
This document contains a syllabus for a "Language Teaching Strategies" course. The syllabus provides information on the course objectives, which are to develop students' pedagogical competence and ability to internalize major and minor teaching methods for English. Specific objectives include identifying concepts for language teaching/learning, comparing strategies for teaching English to different ages/levels, and applying strategies in an eclectic way. The methodology uses Kolb's strategies and approaches like ABP, ABPro. The course aims to equip students with a range of teaching strategies and apply them depending on learners' levels and environments.
Methods and strategies in teaching language arts
Teaching language arts can use real objects (realia) or key words to engage students. Realia allows students to use their senses to learn, is appropriate for any grade or skill level, and can incorporate cultural content. Key words focus students' attention on important terms to aid comprehension and retention of the material.
Kssr yr 4 literature components (planning)
This document outlines the English Literature curriculum for Year 4 students in Malaysia. It includes plans to study a graphic novel adaptation of The Jungle Book over 11 weeks, the short story The King of Kites for 10 weeks, and various poems for 17 weeks, totaling 38 weeks of instruction. Each unit provides topics to cover and suggested hands-on activities for students related to exploring and understanding the texts. The document aims to guide teachers in delivering a comprehensive literature program to Year 4 students using graphic novels, short stories, and poems.
03 the language of art
This document discusses key concepts related to visual arts and architecture including medium, technique, elements, subject matter, style, and principles of design. It provides examples of various mediums like paint, wood, stone; techniques such as painting, sculpture, printmaking; elements including line, color, value; subject matter like portraits, landscapes; styles like naturalism, expressionism; and design principles such as rhythm, balance, and proportion. The document serves as a comprehensive overview of foundational topics in the visual arts.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
How to assess language arts
Language arts aims to teach students to proficiently communicate ideas through language. It includes four main components - listening, reading, speaking, and writing - to ensure students can use language in all forms. An effective language arts assessment uses various tools and methods, evaluates students on real-world tasks, occurs continuously over time, involves student collaboration, and focuses on what students have learned rather than what they cannot do.
Lesson 1 defining language
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
Characteristics of Eng as International Language
This document discusses English as an international language from three perspectives - Global English, World Englishes, and English as a Lingua Franca. Global English refers to the spread of American English through media and culture. World Englishes recognizes localized versions that have adapted to other cultures. Lingua Franca English is used for intercultural communication without relating to a single native culture. The document also examines how non-native English speakers may express identity and culture through the language, drawing on phrases from their own language or an emerging ELF identity. It questions whether English is truly used only for communication or also cultural representation.
Kssr English Year 2 overview
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
First days of school
The document discusses the characteristics of effective teachers. It states that effective teachers have three main characteristics: they have positive expectations for student success, are extremely good classroom managers, and know how to design lessons for mastery. It emphasizes that what teachers know and can do makes the difference in the classroom. It also notes that the first days of school are critical for setting expectations and procedures to determine the teacher's success for the rest of the year.
KSSR Year 5 Literature - Poem
This document provides information and activities for teaching 8 poems in Malaysian schools. It includes an introduction describing the educational benefits of poetry and suggested teaching strategies. The document then provides detailed lessons for each poem, including educational objectives, descriptions of the poems, and multiple suggested hands-on activities. These activities aim to develop students' language skills, creativity, and higher-order thinking through experiences like reciting, enacting, discussing, and writing poems.
DOCUMENT STANDARD KSSR YEAR 4
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
Kssr dskp bahasa inggeris tahun 4 (latest)
This document outlines the English language curriculum for Malaysian primary schools. It discusses the curriculum's aims, objectives, content, and pedagogical principles. The curriculum is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It provides content and learning standards for each year level. It also discusses educational emphases that will be incorporated into lessons, such as higher-order thinking skills, citizenship education, and 21st century skills. The overall goal is to help pupils develop proficiency in English and acquire language skills to use in their daily lives, further studies, and careers.
DSKP Bahasa Inggeris (SK) Tahun 5
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
What is language?
Language involves communication, conversation, collaboration and co-creation. It allows for one-way communication where a message is sent as well as two-way communication where both sides feel understood. Language is used for thinking, planning, making decisions and joint activities. Ultimately, language is the primary method for doing things together and is the accumulation of shared meaning and common ground.
Definitions of curriculum
The document discusses various definitions of curriculum:
1. Curriculum can refer to the set of courses and content offered at a school or university.
2. It is also defined as a prescribed course of study that students must complete to pass a level of education.
3. Curriculum has numerous definitions and can refer to individual courses, overall course offerings, or all experiences under school guidance. Scholars have further divided curriculum into 8 elements relating to subjects, useful knowledge, all planned learning, experiences guided by the school, and experiences constructed by students.
English teachers-guide-book-year-4
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
Viewers also liked (20)
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...
Similar to Definition of language arts
Seminar italy
The document discusses teaching writing in Italian schools. It emphasizes developing students' competence in their mother tongue, which is seen as the most fundamental skill. It promotes using creative writing activities to enhance various skills. Specific recommendations are made for teaching reading and writing in early primary school years, including using phonemic-syllabic methods and storytelling. The teaching philosophy of Gianni Rodari is also discussed, who promoted using fantasy and play to engage students in learning rather than making it a chore. His "Grammar of Fantasy" provides techniques for creative writing with children.
Aspects Related to the Acquisition of a Foreign Language
This is a Presentation about the most important aspects related to the acquisition of a Foreign Language.
12 english (ix xii) e
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
Literacy across learning in modern languages
The document discusses literacy across learning in modern languages. It defines literacy and outlines how developing literacy skills in English grammar can help with learning German. It describes diagnostic testing to assess students' English grammar knowledge and classroom activities to teach both English and German grammar. It also discusses a Finland project where students learned about Finnish culture, language and exchanged letters with a Finnish boy.
The Finnish system and the Dream School
The document summarizes key aspects of the Finnish educational system as presented by Sirkku Nikamaa, a Finnish educator, to an audience in Seoul. The summary highlights that Finland's educational system is based on principles of equality, comprehensive education without streaming, respect for teachers, and flexibility. It emphasizes learner autonomy, motivation, and application of linguistic content to real-life situations over testing and exercises. The system aims to develop the whole person through collaborative learning communities and shared leadership between teachers, students, and administrators.
Teaching English as Foreign Language
This document discusses teaching speaking as a foreign language. It begins with definitions of teaching and speaking and an overview of topics to be covered, which include the definition of speaking, the history of teaching speaking, types of spoken language, characteristics of spoken language, micro-skills of speaking, principles of teaching speaking, and techniques for teaching speaking in the classroom. It then explains the definition of speaking and provides a historical description of learning and teaching speaking, noting that speaking skills were traditionally learned through exposure and oral practice, and that the study of modern languages became part of school curriculums in the 18th century through academic study of grammar and translation.
Activating the essence of curriculum on student’s english learning achievement
Activating the essence of curriculum on student’s english learning achievementState Uiversity Of Medan (UNIMED)
This summary provides the key points from two documents about curriculum and English language education:
1. The first document discusses the importance of curriculum and how it is constantly changing to better prepare students for the future. It emphasizes that English should remain in primary school curriculum to give students access to important global information at a young age.
2. The second document outlines how English has power through its functions and subtle meanings. It explains that learning English can induce creativity and innovation, preparing students for future careers that require strong English skills in many professional fields.
3. Both documents stress that English proficiency is essential for students' future success and that curriculum should support early English language learning opportunities.The ontario language curriculum
This document provides an overview of the revised 2006 Ontario curriculum for language education from Grades 1-8. It outlines the importance of literacy and language skills for students' intellectual, social and emotional development. The curriculum is designed to help all students become literate by providing them with the knowledge and skills needed to communicate effectively through listening, speaking, reading, writing and representing. It is organized around four strands: oral communication, reading, writing, and media literacy. The goals are for students to use language as a tool for learning, communication and participation in society.
Mother Tongue Based Multilingual education Framework
This document outlines the key elements of the Mother Tongue-Based Multilingual Education (MTB-MLE) curriculum framework for basic education in the Philippines. It discusses the 14 domains of literacy covered in the curriculum, including oral language, phonological awareness, book and print knowledge, alphabet knowledge, and others. The goals of the MTB-MLE curriculum are to promote cognitive development, academic achievement, second language acquisition, and lifelong learning through the use of children's mother tongue in early education.
Titles and image of social entrepreneur
This document discusses literacy and its importance. It covers several topics:
- Literacy affects social development and life expectancy, as illiteracy is linked to poverty, poor social outcomes, and lower life expectancy.
- International Literacy Day is celebrated annually on September 8th to raise awareness of literacy issues globally.
- Literacy definitions have evolved over time and now include understanding various communication forms like pictures and video, not just reading and writing. Being literate involves having skills needed for a community.
Language as subject and as a means of communication
what is the difference when language is used in school subjects and when it is used for formal communication.
English Language
Global language learning can improve communication skills, cultural understanding, career opportunities, tolerance, and creative and critical thinking. The teacher creates activities simulating real-world interactions emphasizing communication through listening, speaking, reading and writing in the target language. He uses authentic materials and exercises while providing opportunities for learners to understand and improve their communicative competence through developing learning strategies.
Primary Languages Show 2011
The document summarizes a presentation on primary language teaching. It discusses the benefits of learning languages at a young age, including the cognitive and social benefits. It provides examples of storytelling strategies that make language learning engaging for children, such as using actions, gestures, and songs to introduce vocabulary in a new language. The strategies are meant to scaffold children's understanding and promote literacy, thinking, and social skills development. The document advocates celebrating multilingualism and having a permanent language presence in schools.
Integrating currency, challenge and culture
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
A1.1 teacher ingles
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
English book 1 teacher 2015 - 2016
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary YearsCenter for Global Education at Asia Society
This document discusses best practices for early language learning based on research. It outlines 10 key concepts for success, including that learners are active constructors of meaning, instruction is conducted consistently in the target language, lessons have a thematic focus, and activities provide opportunities for students to use the language. It also discusses models of language programs and anticipated proficiency outcomes based on program intensity and time. The overarching goals are for students to learn language and culture, develop respect for others, and work towards peace.nap
1. The document analyzes the National Curriculum for Foreign Languages (NAP) produced in Argentina in 2012.
2. The key concept developed by the NAP is a plurilingual and intercultural perspective for teaching foreign languages that considers the specific elements of each language and the sociocultural identity development of children.
3. The NAP is organized in four pathways of varying duration associated with school cycles, allowing flexibility in teaching one or more foreign languages over different cycles and combinations. It focuses on oral comprehension, reading, oral production, writing, language reflection, and intercultural reflection.
Group 3 power point final presentation
The document discusses various topics related to bilingualism and language teaching. It defines different levels of bilingualism, including monolingual, bilingual, and balanced bilingual. It also discusses codeswitching, how it is used by bilingual individuals, and strategies for teachers to manage codeswitching in the classroom. Finally, it provides resources on teaching codeswitching and the benefits of bilingual education.
The Nature and Structure of Langauge
This document discusses the nature and structure of language as well as the purpose of language teaching in secondary schools. It defines what constitutes a language and identifies the building blocks of language from phonemes to sentences. It also outlines some key properties of human language including that it is creative, structured, meaningful, and referential. The secondary English curriculum aims to develop students' communicative, cognitive, and academic competencies through a communicative, interactive, and collaborative approach to prepare them for global trends.
Similar to Definition of language arts (20)
Aspects Related to the Acquisition of a Foreign Language
Aspects Related to the Acquisition of a Foreign Language
Activating the essence of curriculum on student’s english learning achievement
Activating the essence of curriculum on student’s english learning achievement
Mother Tongue Based Multilingual education Framework
Mother Tongue Based Multilingual education Framework
Language as subject and as a means of communication
Language as subject and as a means of communication
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary Years
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdanePollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Definition of language arts
- 2. . . . the study of a given language both written and spoken and the principles that make the language.
- 3. . . . an integrated area taught in schools which includes reading, writing and or spelling to equip students in areas of literacy in order to build on their cognitive communication and social skills
- 4. . . . the listening, speaking, reading and writing ability which makes up and integrated combination on our everyday life (J. Williams + F. Robertson)
- 5. . . . the study of English Language and includes all fields of study that have to do with communication with your native language.
- 6. . . . the art by which language content is interpreted and practiced socially, communicatively and cognitively which aids in the interaction with the oral language.
- 7. . . . the ability to interpret and comprehend information whether it may be written or spoken language.
- 8. . . . fusing the various strands of literacy to aid or enhance communication of a cultural or standard language whether written or spoken. The image cannot be display ed. Your computer may not hav e enough memory to open the image, or the image may hav e been corrupted. Restart y our computer, and then open the file again. If the red x still appears, y ou may hav e to delete the image and then insert it again.
- 9. . . . the specialized area that aims to improve the way in which we correctly utilize the English Language. Also, it is a subject area that is taught in the Primary School to prepare the students for the English subject that is taught in secondary school.
- 10. . . . the process of explaining the nature of the English Language and its place and purpose in society.