This document discusses the implementation of the European Language Portfolio (ELP) at the State University of Puebla to promote learner autonomy. The ELP aims to enhance learner self-assessment and confidence in attaining Common European Framework of Reference (CEFR) descriptors. The ELP allows learners to work collaboratively, developing and exchanging materials. It also stimulates reflective processes that are important for learner independence. The implementation is analyzed using Markee's framework of innovation diffusion and Ajzen's Theory of Planned Behavior to understand adoption and provide pedagogical implications.
Introduction To The Project And Group Work 1 Rev 27 Sept 08guest733288
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This document introduces a project that aims to use the European Language Portfolio (ELP) to support language learning and teaching on a whole-school basis. The project has five interacting aims: to identify existing whole-school ELP projects, support new projects, study the impact of projects through case studies, develop a guide for whole-school ELP projects, and communicate outcomes. The document provides context on previous ELP projects and discusses how this project moves to whole-school implementation. It outlines the project's general aim, specific objectives, planned events and activities from 2008-2011, and the profile of workshop/network participants.
This document discusses the evolution of approaches to teaching English as a foreign language. It describes how the field initially focused on developing structured syllabi and methodology, but then shifted to meet changing needs in Europe for language education. It also outlines the rise of English for Specific Purposes to prepare students for academic or employment purposes. The document introduces concepts like needs analysis, communicative language teaching, and taking a curriculum approach to language education planning that considers needs, outcomes, materials, teaching and evaluation.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
This document discusses applied linguistics in language education. It begins by outlining the key steps in approaching problems from an applied linguistics perspective: identifying problems, contextualizing them theoretically, exploring solutions, and evaluating proposals. It then discusses several influential theories in applied linguistics, including generative linguistics, second language acquisition, communicative language teaching, systemic functional grammar, discourse analysis, and learner-centered approaches. The document emphasizes the importance of applied linguistics in language education and highlights four main areas of focus for applied linguistics research: language systems, language use, language learning, and language teaching. Finally, it discusses the roles of language teachers in relation to applied linguistics, such as drawing on relevant theories and research to guide
Demographics and Definition
The Role of Language in Shaping Brain Potential
Language Policies in Your Context
Connections: The Learning Sciences Platform work is focus on:
- Educational Support âin situâ
- Professional Development
- Educational Research
This work is complemented with âin situâ accomplaniment and joint research.
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Applied linguistics is an interdisciplinary field that addresses practical language-related problems in order to improve lives and society. It draws on theories and methods from linguistics as well as other disciplines like education, sociology, and psychology. Applied linguistics aims to identify, analyze, and solve language problems through existing linguistic theories or by developing new frameworks. It focuses on empirically investigating real-world language issues, unlike purely theoretical linguistics. Some key areas of applied linguistics include second language acquisition, literacy, language policy, discourse analysis, and computer-mediated communication.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
Â
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
Introduction To The Project And Group Work 1 Rev 27 Sept 08guest733288
Â
This document introduces a project that aims to use the European Language Portfolio (ELP) to support language learning and teaching on a whole-school basis. The project has five interacting aims: to identify existing whole-school ELP projects, support new projects, study the impact of projects through case studies, develop a guide for whole-school ELP projects, and communicate outcomes. The document provides context on previous ELP projects and discusses how this project moves to whole-school implementation. It outlines the project's general aim, specific objectives, planned events and activities from 2008-2011, and the profile of workshop/network participants.
This document discusses the evolution of approaches to teaching English as a foreign language. It describes how the field initially focused on developing structured syllabi and methodology, but then shifted to meet changing needs in Europe for language education. It also outlines the rise of English for Specific Purposes to prepare students for academic or employment purposes. The document introduces concepts like needs analysis, communicative language teaching, and taking a curriculum approach to language education planning that considers needs, outcomes, materials, teaching and evaluation.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
This document discusses applied linguistics in language education. It begins by outlining the key steps in approaching problems from an applied linguistics perspective: identifying problems, contextualizing them theoretically, exploring solutions, and evaluating proposals. It then discusses several influential theories in applied linguistics, including generative linguistics, second language acquisition, communicative language teaching, systemic functional grammar, discourse analysis, and learner-centered approaches. The document emphasizes the importance of applied linguistics in language education and highlights four main areas of focus for applied linguistics research: language systems, language use, language learning, and language teaching. Finally, it discusses the roles of language teachers in relation to applied linguistics, such as drawing on relevant theories and research to guide
Demographics and Definition
The Role of Language in Shaping Brain Potential
Language Policies in Your Context
Connections: The Learning Sciences Platform work is focus on:
- Educational Support âin situâ
- Professional Development
- Educational Research
This work is complemented with âin situâ accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Applied linguistics is an interdisciplinary field that addresses practical language-related problems in order to improve lives and society. It draws on theories and methods from linguistics as well as other disciplines like education, sociology, and psychology. Applied linguistics aims to identify, analyze, and solve language problems through existing linguistic theories or by developing new frameworks. It focuses on empirically investigating real-world language issues, unlike purely theoretical linguistics. Some key areas of applied linguistics include second language acquisition, literacy, language policy, discourse analysis, and computer-mediated communication.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
Â
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses the subject of Applied Linguistics, which introduces students to the fields of second language acquisition and critical discourse analysis. These fields are important for language teachers to understand in order to improve their practice. Applied Linguistics also helps students examine the relationship between language and social context to develop awareness of inequalities expressed through language. The subject provides an interface between theory and practice to help solve problems related to language use in different contexts.
Beyond communicative language teaching: new sociolinguistic realities, new ch...Kurt Kohn
Â
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new âsociolinguistic realitiesâ not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
This document discusses key concepts in applied linguistics including definitions of applied linguistics, areas of applied linguistics study, issues in applied linguistics, the relationship between applied linguistics and language education, and debates around the native speaker concept. It provides an overview of applied linguistics as using linguistic knowledge to solve real-world language problems, highlights 16 topic areas in applied linguistics, and examines theoretical and methodological considerations in the field.
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
Applied linguistics uses knowledge from linguistics and other fields like psychology, sociology, and anthropology to investigate and solve practical language-related problems in various contexts. It applies linguistic theories and methods to issues in areas such as education, workplace communication, language planning, and translation. While linguistics studies language in the abstract, applied linguistics is problem-driven and seeks to understand how language operates in real-world situations. It establishes a reciprocal relationship between theoretical expertise and practical experience with language issues. Applied linguistics plays an important role in language education by drawing on linguistic theories to inform teaching methods and stimulate innovation in language pedagogy.
This document provides national curriculum guidelines for teaching English as a foreign language in Ecuador from 8th to 10th grade of basic education and 1st to 3rd year of high school. It adopts the Common European Framework of Reference for Languages (CEFR) to define language proficiency levels and student exit profiles. The goal is for students to achieve a B1 level of English proficiency by the end of 3rd year of high school, allowing them to communicate effectively as independent users of the language. The curriculum is designed around a communicative-functional approach and focuses on developing students' linguistic, sociolinguistic and pragmatic competencies through the four language skills of listening, speaking, reading and writing.
This document summarizes a paper about the functions of code switching in English language teaching classrooms. It discusses code switching between a native language and the target language in the discourse of both teachers and students. It describes functions like topic switching, building rapport, repetition for clarity, filling gaps in knowledge, and avoiding conflict. It acknowledges debates around both supporting and limiting the use of code switching long term for students learning the target language.
Applied linguistics uses knowledge about language and how it is learned and used to solve problems in the real world. It encompasses 18 topic areas including language acquisition, assessment, cognition, culture, instruction, media, policy, reading, society, and technology. The dominant application of applied linguistics has been teaching and learning second/foreign languages. In the 20th century, the grammar-translation method was commonly used but grew rigid, leading to new methods emphasizing accuracy and communicative competence over just grammatical rules. Chomsky's theory of universal grammar and Hymes' communicative competence influenced second language teaching approaches.
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
This document discusses the historical development of Content and Language Integrated Learning (CLIL) and how it compares to other language teaching approaches. It examines two definitions of CLIL, including the 4Cs model of content, cognition, communication, and culture. The document then analyzes how earlier approaches like Grammar Translation, Structuralism, Communicative Language Teaching, and Task-Based Language Teaching defined and related content, context, communication, and cognition. It considers how CLIL compares and contrasts with these approaches, particularly through its integration of language and subjects. The document raises questions about how the four components of the 4Cs model are defined and what CLIL means for learners' language and subject experiences.
The document discusses the communicative approach to teaching second languages. It describes how the communicative approach was developed in the 1960s in response to criticisms of structuralism and as an extension of audiolingual and notional-functional methods. Key aspects of the communicative approach include emphasizing interaction and communication over language structures, using real-life situations, and allowing students to negotiate meaning. The approach aims to help students develop communicative competence through activities that encourage cooperation and a comfortable learning environment. While tools like memorization were deemphasized, the conclusion argues for combining resources from different approaches to accommodate various learning styles.
This document discusses the communicative approach to teaching second languages. It describes how the communicative approach was developed in the 1960s in response to criticisms of structuralism and as an extension of prior methods. The communicative approach emphasizes using the target language interactively and functionally to develop communicative competence. It aims to create a comfortable environment where students can practice language through negotiation, cooperation and problem-solving in small groups. Proponents of this approach argue it helps prepare students for real-world language use but critics note it may neglect grammar, memorization and other skills.
This document provides an overview of theories and practices for teaching English to non-native speakers in K-12 schools in the US. It discusses the complexity of language learning and how sociocultural factors like immigration and language policies affect the situation. Effective teachers for the over 5 million English learners require specialized knowledge and skills. The document reviews language learning theories and approaches, focusing on sociocultural theories. It emphasizes that teachers must have pedagogical expertise to meet the needs of this growing student population in a culturally responsive way.
Globalisation and its impact on language policy in Timor-Lestebarr0336
Â
Globalization has shaped language development in Timor-Leste through stages of homogenization, hybridization, and polarization. The country's current language policy establishes Tetum and Portuguese as official languages, and Indonesian and English as working languages, but it has been inconsistently implemented. This has negatively impacted educational achievement, as many students lack proficiency in the languages of instruction. Alternative approaches include adopting a mother-tongue based multilingual education model and increasing the emphasis on English instruction given its importance globally.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
Â
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
Â
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
Issues in applied linguistics 15 feb (1)SamerYaqoob
Â
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
EBSI Websites Business Development / Sales Overviewguest45633
Â
The document outlines steps for developing an effective business development and sales pipeline, including defining target markets, creating a prospect/lead database, qualifying leads as opportunities, developing lead generation activities, conducting sales outreach such as prospecting and presenting proposals, tracking the sales pipeline, and next steps to feed the pipeline such as creating a prospecting database and promoting a referral program.
The document outlines skills and experience in optical system design, analysis, programming, and innovations. It includes 29 issued US patents and licensing programs that have generated over $9.7 million in royalties. Examples are provided of optical designs for projection displays, micro projectors, illumination systems, and programming techniques for optical analysis software.
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
The document discusses the subject of Applied Linguistics, which introduces students to the fields of second language acquisition and critical discourse analysis. These fields are important for language teachers to understand in order to improve their practice. Applied Linguistics also helps students examine the relationship between language and social context to develop awareness of inequalities expressed through language. The subject provides an interface between theory and practice to help solve problems related to language use in different contexts.
Beyond communicative language teaching: new sociolinguistic realities, new ch...Kurt Kohn
Â
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new âsociolinguistic realitiesâ not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
This document discusses key concepts in applied linguistics including definitions of applied linguistics, areas of applied linguistics study, issues in applied linguistics, the relationship between applied linguistics and language education, and debates around the native speaker concept. It provides an overview of applied linguistics as using linguistic knowledge to solve real-world language problems, highlights 16 topic areas in applied linguistics, and examines theoretical and methodological considerations in the field.
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
Applied linguistics uses knowledge from linguistics and other fields like psychology, sociology, and anthropology to investigate and solve practical language-related problems in various contexts. It applies linguistic theories and methods to issues in areas such as education, workplace communication, language planning, and translation. While linguistics studies language in the abstract, applied linguistics is problem-driven and seeks to understand how language operates in real-world situations. It establishes a reciprocal relationship between theoretical expertise and practical experience with language issues. Applied linguistics plays an important role in language education by drawing on linguistic theories to inform teaching methods and stimulate innovation in language pedagogy.
This document provides national curriculum guidelines for teaching English as a foreign language in Ecuador from 8th to 10th grade of basic education and 1st to 3rd year of high school. It adopts the Common European Framework of Reference for Languages (CEFR) to define language proficiency levels and student exit profiles. The goal is for students to achieve a B1 level of English proficiency by the end of 3rd year of high school, allowing them to communicate effectively as independent users of the language. The curriculum is designed around a communicative-functional approach and focuses on developing students' linguistic, sociolinguistic and pragmatic competencies through the four language skills of listening, speaking, reading and writing.
This document summarizes a paper about the functions of code switching in English language teaching classrooms. It discusses code switching between a native language and the target language in the discourse of both teachers and students. It describes functions like topic switching, building rapport, repetition for clarity, filling gaps in knowledge, and avoiding conflict. It acknowledges debates around both supporting and limiting the use of code switching long term for students learning the target language.
Applied linguistics uses knowledge about language and how it is learned and used to solve problems in the real world. It encompasses 18 topic areas including language acquisition, assessment, cognition, culture, instruction, media, policy, reading, society, and technology. The dominant application of applied linguistics has been teaching and learning second/foreign languages. In the 20th century, the grammar-translation method was commonly used but grew rigid, leading to new methods emphasizing accuracy and communicative competence over just grammatical rules. Chomsky's theory of universal grammar and Hymes' communicative competence influenced second language teaching approaches.
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
This document discusses the historical development of Content and Language Integrated Learning (CLIL) and how it compares to other language teaching approaches. It examines two definitions of CLIL, including the 4Cs model of content, cognition, communication, and culture. The document then analyzes how earlier approaches like Grammar Translation, Structuralism, Communicative Language Teaching, and Task-Based Language Teaching defined and related content, context, communication, and cognition. It considers how CLIL compares and contrasts with these approaches, particularly through its integration of language and subjects. The document raises questions about how the four components of the 4Cs model are defined and what CLIL means for learners' language and subject experiences.
The document discusses the communicative approach to teaching second languages. It describes how the communicative approach was developed in the 1960s in response to criticisms of structuralism and as an extension of audiolingual and notional-functional methods. Key aspects of the communicative approach include emphasizing interaction and communication over language structures, using real-life situations, and allowing students to negotiate meaning. The approach aims to help students develop communicative competence through activities that encourage cooperation and a comfortable learning environment. While tools like memorization were deemphasized, the conclusion argues for combining resources from different approaches to accommodate various learning styles.
This document discusses the communicative approach to teaching second languages. It describes how the communicative approach was developed in the 1960s in response to criticisms of structuralism and as an extension of prior methods. The communicative approach emphasizes using the target language interactively and functionally to develop communicative competence. It aims to create a comfortable environment where students can practice language through negotiation, cooperation and problem-solving in small groups. Proponents of this approach argue it helps prepare students for real-world language use but critics note it may neglect grammar, memorization and other skills.
This document provides an overview of theories and practices for teaching English to non-native speakers in K-12 schools in the US. It discusses the complexity of language learning and how sociocultural factors like immigration and language policies affect the situation. Effective teachers for the over 5 million English learners require specialized knowledge and skills. The document reviews language learning theories and approaches, focusing on sociocultural theories. It emphasizes that teachers must have pedagogical expertise to meet the needs of this growing student population in a culturally responsive way.
Globalisation and its impact on language policy in Timor-Lestebarr0336
Â
Globalization has shaped language development in Timor-Leste through stages of homogenization, hybridization, and polarization. The country's current language policy establishes Tetum and Portuguese as official languages, and Indonesian and English as working languages, but it has been inconsistently implemented. This has negatively impacted educational achievement, as many students lack proficiency in the languages of instruction. Alternative approaches include adopting a mother-tongue based multilingual education model and increasing the emphasis on English instruction given its importance globally.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
Â
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
Â
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
Issues in applied linguistics 15 feb (1)SamerYaqoob
Â
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
EBSI Websites Business Development / Sales Overviewguest45633
Â
The document outlines steps for developing an effective business development and sales pipeline, including defining target markets, creating a prospect/lead database, qualifying leads as opportunities, developing lead generation activities, conducting sales outreach such as prospecting and presenting proposals, tracking the sales pipeline, and next steps to feed the pipeline such as creating a prospecting database and promoting a referral program.
The document outlines skills and experience in optical system design, analysis, programming, and innovations. It includes 29 issued US patents and licensing programs that have generated over $9.7 million in royalties. Examples are provided of optical designs for projection displays, micro projectors, illumination systems, and programming techniques for optical analysis software.
Case study presenting experiences from launching an wiki on the company intranet.
It provides points to consider before initiating such an initiative and what to consider for the implementation.
The document introduces an intranet newsflash feature that aims to address issues with high email volumes like important emails getting lost and employees getting interrupted. The newsflash would pop up on every intranet page with important announcements but automatically disappear after a period of time. It allows any employee to easily submit announcements and has been well received in trials with fewer emails needing to be sent to large groups.
Information management programme dos and don'tsNiklas Sinander
Â
Lessons learned from the implementation and roll out of an information management programme. Description of the problem, identification of solutions and plans are compared with how it all played out in reality. Numerous lessons related to the three defined phases are shared; Define Solution, Develop plans and Implementation of the resulting roadmap.
The Ottawa County Improvement Corporation (OCIC) Business Plan outlines four key areas of focus: business retention and expansion, new business attraction, marketing, and professional/personal development. For business retention and expansion, the plan discusses implementing an economic gardening initiative in partnership with Sandusky County and maintaining relationships with local businesses. New business attraction efforts include participating in trade shows and maintaining an inventory of available land and buildings. The marketing section emphasizes adopting the state's branding strategy. The plan also stresses the importance of professional development for staff and board members.
This document provides information about the Edward Lowe Foundation and its approach to entrepreneurship called Economic Gardening. It summarizes that the Foundation operates programs in 42 states to support entrepreneurs and small businesses. Specifically, it outlines the Foundation's strategy of Economic Gardening which involves providing research, data analysis, and strategy assistance to second-stage companies to help them grow internally through innovation and market expansion rather than through hiring. The document shares examples of companies that have benefited from the Foundation's Economic Gardening program and grown substantially.
The document discusses the role of translation in foreign language learning. It provides context by outlining some prominent language teaching methods and approaches that have been developed over time, including the Grammar-Translation Method, the Reform Movement, Communicative Language Teaching, and Task-Based Language Teaching. It then proposes that subtitling, as a form of audiovisual translation, can be an effective language learning activity within a communicative perspective. Subtitling involves translating spoken language into written subtitles, allowing students to practice both comprehension and production skills in the target language.
This document discusses the theory and development of communicative language teaching (CLT). Key points:
- CLT aims to develop students' "communicative competence" through meaningful communication rather than rote learning of grammar rules.
- CLT originated from developments in Europe and North America in the 1970s that emphasized using language for real communication over accuracy of individual linguistic features.
- Proponents argue that engaging in communicative tasks and negotiating meaning helps develop students' grammatical skills as well as their ability to communicate, without detracting from accuracy.
- While research shows classroom instruction has limited impact on acquisition, CLT remains focused on engaging students in meaningful communication.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
Â
This document summarizes a study on the effect of vocabulary knowledge on EFL oral competence. The study surveyed 40 EFL teachers and 200 Moroccan high school students to understand their perceptions of students' speaking abilities and the role of vocabulary. Key findings included:
1) Both teachers and students identified vocabulary deficiency as the main factor limiting students' ability to speak English fluently.
2) Results from questionnaires and interviews showed that students struggled with not knowing how to convey meanings and not being able to find the exact English words they wanted.
3) Teachers also perceived speech anxiety and lack of vocabulary as major reasons for students' lack of fluency in speaking.
4) The study suggests that providing vocabulary
The document provides an overview of the curricula for languages in the K to 12 Program in the Philippines. It discusses the background and rationale for learning languages, which is to effectively communicate and understand the world. The design of the languages curricula recognizes the importance of learning in the first language to establish a strong foundation for literacy development. It introduces new learning areas for the first language in Grade 1 focused on oral language and reading/literacy skills. Starting in Grade 2, Filipino and English are offered simultaneously to build on skills learned in the first language and transition to proficiency in those languages. The overall goals of the curricula are to develop literacy, communicative competence, and cultural identity.
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This document provides an overview of the curriculum framework for languages in the Philippine K-12 education system. It discusses the rationale for learning multiple languages and describes the design of the language curricula, which aim to develop students' literacy, communicative competence, and cultural identity. The curricula are organized into three domains - language, literacy, and text - and the focus shifts across three key stages, with literacy as the focus in early grades, language in the middle grades, and text in the later grades. The goals are for students to effectively communicate, think critically, and understand how languages and cultures shape perspectives.
FINAL MATATAG Reading and Literacy CG 2023 G1.pdfanalynponting1
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This document provides an overview of the curriculum for languages in the K to 12 Program in the Philippines. It discusses the background and rationale for learning languages, the design of the languages curriculum, and the organization and structure of the curricula. The curriculum is designed to develop students' literacy, communicative competence, and cultural identity through learning their first language, Filipino, and English. It emphasizes establishing a strong foundation in students' first language in early grades before transitioning to additional languages. The curriculum is organized into three key stages with a shifting focus on literacy, language, and text from one stage to the next to support spiraling learning.
1. The document discusses research on computer-assisted language learning (CALL) from 2005 to the present based on a Modern Language Association report.
2. It identifies several current issues in CALL research including synchronous computer-mediated communication, curriculum expansion, telecollaboration, and the use of multimedia like podcasts and blogs.
3. It also examines specific studies that evaluated the impact of technologies like synchronous chats, tasks in online interactions, and using multimedia on language learning outcomes.
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The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
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Monitoring and Managing Anomaly Detection on OpenShift
Overview
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Key Topics Covered
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3. comprehensive than anything previously attempted and thus provides an
unparalleled basis for international discussion and further work (Kohonen, 2005).
The CEFRâs action-oriented approach assigns a central role to language
use in language learning: âLanguage use, embracing language learning, comprises
the actions performed by persons who as individuals and as social agents develop
a range of competences, both general and in particular communicative language
competencesâ (Council of Europe 2001, p.9). Thus, the âI canâ descriptors of the
self-assessment grid (ibid, p.26-27) and the âcan doâ descriptors of the illustrative
scales lay a consistent emphasis on a broad learner-centered basic orientation in
language teaching. As a result, promoting learnersâ autonomy to foster SLA is an
obliged endeavor (Little, 2007).
Such educational goals as promoting learning-to-learn skills and lifelong learning
have thus become crucial. In this vein, the Common Core of English as Foreign
Language (EFL) Program at the State University of Puebla has actively been
involved in developing its language educational curricula by adopting the CEFR
policies. In this program students from different backgrounds, sex and ages come
to learn and/or to improve their skills in English, among other languages within the
CEFR (Council of Europe, 2001) complex descriptive set of standards for the
specification of L2 proficiency at six levels in relation to five communicative
activities: listening, reading, spoken interaction, spoken production and writing. In
this context, the European Language Portfolio (ELP) is being piloted as a tool to
enhance learnersâ self-assessment and self-confidence to attain the CEFR
descriptors. Therefore, the goal of this article is twofold:
4. 1. It discusses the implementation of the ELP whose main aim is to find out
learnersâ conceptions and views concerning the use of self- and peer
assessment in the assessment of language skills.
2. It attempts to analyze the ELP curricular implementation through Markeeâs
(2002) framework: S-shaped curve of diffusion of an innovation.
Furthermore, it proposes some pedagogical implications based on Ajzenâs
(1991) Theory of Planned Behavior.
II.LITERATURE REVIEW
2.1 OVERVIEW
Under the impact of socio-linguistic research in Second Language
Acquisition (SLA) corpora, communicative theory have clearly emphasized the
importance of providing learners with a rich diet of authentic experiences from
which they could develop both socio-cultural competence and input required for
Language Acquisition (Kohonen 1992). Since the communicative approach to
language teaching was first introduced in the mid 1970s, the European research
community has continued to explore the processes of SLA and there have been
significant innovations in second languages and Foreign Language (FL) teaching
(Kohonen, 1999). In the light of these experiences the Council of Europe decided
to develop the CEFR in the early 1990s to set up a taxonomic approach to the
description of linguistic communication and the skills that the learner must acquire.
It is more comprehensive than anything previously attempted and thus provides an
unparalleled basis for international discussion and further work (Kohonen, 2000b).
5. The CEFR has proved to be extremely influential in the promotion of
plurilingualism in Europe, in syllabus design, curriculum planning, and in language
examinations in a number of European countries. Little (2005) posits that this is a
welcome trend that the many language experts, educational officers and politicians
who created, designed, promoted, and implemented the framework should be
congratulated on. Language learners, language teachers, educational institutions
and employers will probably find the framework a helpful tool in the setting of
curricular goals and entry requirements, in comparisons of curricular systems in
various countries and regions, and in communicating in rather concrete terms
about what language learners can and cannot do in their FLs.
2.2 The CEFR Communicative Approach
The CEFR (2001, p.9) is not tied to any single method of language
teaching but rather presents a more general, Action-Oriented Communicative
Approach in terms of the customary communicative language competence,
expressed with the linguistic, sociolinguistic and pragmatic components, and the
strategies in communicating and learning. The CEFR gives a succinct summary of
the central concepts in communication noting that language users draw on the
competences at their disposal in various contexts and under various conditions and
constraints to engage in language activities involving language processes. They
produce and/or receive texts in relation to themes in specific domains, activating
those strategies which seem most appropriate for carrying out the tasks to be
accomplished. The monitoring of these actions by the participants leads to the
reinforcement or modification of their competences. Competences are defined as
6. the sum of knowledge, skills and characteristics that allow a person to perform
actions.
The CEFR also emphasizes the importance of Learner Autonomy as a goal
in modern language learning and teaching. The goal entails enabling learners to
develop a stance of socially responsible language learning in the course of their
learning processes, accepting responsibility for their own learning. To proceed
towards this goal; teachers must progressively delegate pedagogic responsibility to
the learners in the course of their FL learning. Language teachers must also
encourage their students to reflect on their learning and to share experiences with
other students. In this process students develop an awareness of language and
communication (Kohonen, 2001 a).
This involves a knowledge and understanding of the principles according to
which languages are organized as linguistic systems and used in communication.
This knowledge helps them to assimilate new language experiences into their
evolving linguistic framework for an increasingly accurate and fluent personal use
of language. Students also need to develop their study and heuristic skills to make
effective use of the learning opportunities and use available materials
independently (Kohonen, 2001 a). Connected with these goals, is the notion of
plurilingual and pluricultural competence involving a complex, multiple language
competence on which the user may draw in intercultural contexts. The notion refers
to the ability to utilize the competence in the mother tongue and knowledge and
skills learned in a foreign language for the learning and use of other languages
(Little, 2005).
7. 2.3Autonomy
Vygotsky (1978), an early precursor of the theory writing in the 1920/30s,
emphasized social interaction as the basis for the development of higher-level
mental activity of the individual. He described this process of development using
the metaphor of the Zone of Proximal Development (ZPD), referring to the zone
between the individualâs actual and potential planes of development. The tasks that
pupils can do on their own are within their area of self-regulation. The development
in the zone thus proceeds from other-regulation to self-regulation, from tasks
carried out with the help of others (scaffolding) to increasing self-regulation and
autonomy.
In socio-cultural theory, students are seen as a significant resource for
their own learning as well as for each otherâs learning (Kohonen, 2001a). They
need to take charge of their learning in order to enhance their autonomy as
students and language users. This shift in the research has brought about a new
focus on the students themselves as language learners. Students need to be
facilitated to develop a basic reflective orientation to learning by working on their
experiences, beliefs and expectations of language use and learning (Little, 2005).
Beliefs are socially constituted, interactively sustained and time-bound
assumptions about the roles and duties of the participants in the social teachingâ
learning process (Lantolf, 2000). Consequently, they are modifiable and
8. changeable (at least to some extent), rather than being stable and permanent. The
ELP is likely permeated by these issues, as Cavana (2007, p.23) posits:
âOne of the main purposes of the ELP is to promote learnersâ autonomy that is
for students to take responsibility for their own learning [âŠ] in particular the LB
represents this pedagogical aspect through the detailed biography, the
checklists and the planning instruments it usesâ.
2.4 The ELP
The ELP is connected with the CEFR as a pedagogical language learning
and reporting instrument. Little (2007) posits that the pedagogic function
emphasizes the process aspect of language learning: helping the students to
identify their learning aims, to make action plans, to reflect, monitor and modify the
processes, and to evaluate the outcomes through self-assessment and reflection.
The reporting function, on the other hand, is concerned with the product aspect of
foreign language learning: providing a record of their language skills and cultural
experiences by relating their communicative skills to the proficiency levels
according the Common European Framework of Reference (CEFR). Thus, this
distinction between the two functions is essential for understanding its potential to
enhance FL education. It consists of three parts: the Passport, the Language
Biography (LB), and the Dossier.
1. The Passport is used to build up a cumulative record of the studentsâ
language learning and intercultural experience. At its centre is the ownerâs
own assessment of his/her achieved proficiency in L2/FLs, undertaken on
the basis of the so-called self-assessment grid.
9. 2. The LB provides a reflective accompaniment to the ongoing process of
learning and using L2/FLs, and engaging with the cultures associated with
them. It supports the setting of learning targets and the process of self-
assessment by expanding the descriptions of proficiency in the self-
assessment grid into checklists of communicative tasks.
3. The Dossier is the least defined part of the ELPâin many models it consists
of no more than an empty table of contents for the students to fill in. Its
purpose is to provide a space in which ELP owners can show what they can
do in the various languages they know and illustrate their intercultural
experience, usually in written text but sometimes also in audio and/or video
recordings. In some implementations the dossier is also a place where
owners keep materials relevant to their current learning; for example,
vocabulary or grammatical rules they know they need to master, plans and
drafts of projects they are working on, and newspaper or magazine articles
that are relevant to their learning goals.
III. CercleS ELP for use in higher education
This ELP is distributed by the European Confederation of Language Centers
in Higher Education (CercleS). The âcanonicalâ version is bilingual in English and
French and was developed in the Centre for Language and Communication
Studies, Trinity College Dublin. It is aimed at university learners at all proficiency
levels. The goal-setting and self-assessment checklists in the LB cover all six
Common Reference Levels. Thus, this ELP is likely to be translated into more than
20 other languages (Cavana, 2007) to show its efficacy to develop studentsâ
communicative competences and autonomy. The CercleS has been the panacea
10. to produce incipient research about ELP implementation within different contexts
such as the following:
Cavana (2007) posits that the chief intentions of the ELP are to foster
learnerâs independence. As a result, the LB stands for this educational feature
through exhaustive checklists and planning instruments. There is a range of
different learner types, although there are many different versions, and an almost
endless amount of research studies, with very little relevance for classroom
practice. This study works out how to integrate a checklist in the LB, based on
some essential learning style categories, to help students through self-observation
and reflection towards self-knowledge and autonomy. This study was,
consequently, based on her teaching experience about how learners realize their
own ways of learning a language and their self-reflection upon it.
Colwell (2007) posits that the development of learner self-sufficiency and
self-assessment is central to the ELP. In the development of learner autonomy,
learning is facilitated by involving the learner in every stage of the learning process,
including assessment, correction, and feedback. Colwell (2007) described an
ongoing, classroom-oriented research study that aimed to investigate, document
and analyze the development of the learnersâ ability to engage in the processes of
peer assessment and self-assessment by means of a social constructivist
approach. The ELP model used in this study was currently sponsored by Trinity
College, Dublin. The study sought 1. to examine and experiment with ways to
involve learners and their judgments in the L2 writing assessment process by
means of collaborative teamwork, 2. to help build and support a case for peer
11. assessment and self-assessment in the undergraduate L2 writing class. As this
study shows foreseen outputs included student-produced good practice guidelines
for peer assessment and self-assessment in the L1 Spanish undergraduate EFL
writing class which, along with criteria, procedures and âcan doâ statements for peer
assessment and self-assessment of L2 writing ability, it also included refined âcan
doâ statements for writing levels B2, C1 and C2.
Church (2007) comments his personal experience when using the ELP at
the University of Padua. Churchâs study shows that he mainly focused on two
aspects: 1. developing self-assessment skills and autonomous learning, 2.
developing and encouraging intercultural learning and skills. Thus, the first
objective was central to the teaching and learning of writing and speaking skills
with students taking their second university English course in the Faculty of
Political Science. The second was relevant to increasing awareness of cultural
differences and appreciation of cultural and linguistic pluralism with students who
were doing a revision course in preparation for the Erasmus program (all will use
English as a vehicular language, but many will not be going to Great Britain or
Ireland).
The ELP was eventually introduced with the first group and subjects were
asked to complete the self-assessment grid of the Passport. This was followed by
using âMy next learning targetâ and âLearning how to learnâ sections of the LB.
Consequently, for Erasmus students the âSummary of language learning and
intercultural experiencesâ and âWays in which I have engaged with the cultures
associated with the L2/FLs I knowâ from the LB were accordingly used as a means
12. to address the question of cultural differences. He intended to develop appropriate
âcan doâ statements to be used in particular learning contexts. Consequently, for
the speaking domain, Church (2007) had a clearly good idea of what the questions
could be. However, for the intercultural skills he remained less certain about the
result.
Schaffner (2006) claims that the Language Centre of the University of Zurich
and the Swiss Federal Institute of Technology Zurich uses the CEFR both as a
means of classification of courses and as a diagnostic tool aimed at helping
students to choose a course at their level of proficiency. The tools offered to
students on their website are threefold: 1. self-evaluation with the help of the level
descriptors of the CEFR available in several languages, 2. link to the Council of
Europe website, with the level descriptors and with further information about the
ELP, 3. link to the DIALANG testing system [DIALANG is a European project for
the development of diagnostic language tests in 14 European languages. Tests are
made available on the Internet free of charge. The project is financially supported
by the European Commission, Directorate General Education and Culture, under
the SOCRATES Program, LINGUA Action D]. Since the course choice depends
mostly on self-assessment, an evaluation of studentsâ placement strategies was
carried out at the end of summer term 2006 in order to gain deeper insight into
their actual procedures. In the questionnaire, Schaffner focused both on general
criteria of choice such as course lists, categorization of the courses according to
specific language skills, previous courses, and the teacher, as well as the means of
self-assessment offered on the Language Centre of the University of Zurich and
13. the Swiss Federal Institute of Technology Zurichâs website. Schaffner also
evaluated studentsâ need for further placement information or counseling.
The main results of this evaluation conducted on the basis of 1,375 samples
confirmed Schaffnerâs hypothesis that pragmatic criteria of choice are too heavily
weighted. Another significant outcome was that students often do not manage to
assess their own proficiency appropriately, even when referring to the level
descriptors of the CEFR. The main finding is that the placement procedure has to
be improved by means of a more guided presentation of the Language Centre of
the University of Zurich and the Swiss Federal Institute of Technology Zurichâs
program and more appropriate assessment tools on their website.
IV. Professional Application
This paper discusses the implementation of the ELP with a slightly fairly
stress in the LB, within the Common core EFL program at the State University of
Puebla, as an innovation. According to Little (2007) and Cavana (2007) the LB
section focuses on the EFL pupilâs linguistic identity by providing for regular
summative self-assessment related to objectively derived proficiency scales. In
other words, descriptors in the checklists help learners to see themselves as
autonomous users of English whose capacity is continuously expanding.
Little (2007) and Kohonen (2000a) posit that the LB embodies the dynamic
nature of the EFL curriculum by making it visible to EFL teachers, learners and
school administrators. The LB makes clear to all these stakeholders an approach
to FL learning that emphasizes learner involvement, learner reflection, and
14. communicative use of the target language. I.e. stakeholders find that the LB
symbolizes the principles of learner involvement, learner reflection and target
language use. Therefore, the LB provides teachers and students with a common
basis for sharing experience, discussing problems and developing approaches.
In the light of these studies, the administration of the Common core of
languages at the State University in Puebla is currently developing its curricula in
accordance with the communicative action-oriented approach of the CEFR.
Consequently, I was using the LB- a companion piece to the CEFR- as a tool of
learner reflection by carrying out action research based on the ELP.
4.1 The ELP as a curricular innovation
I shall hence argue that I have already implemented three waves of innovation
research by applying the ELP as a pedagogical tool with some learners of the
fourth pre-intermediate phase of an EFL program at the Psychology Faculty to
record their language experiences (including the mother tongue) in the passport
section; to make them aware of the different learning styles and strategies they can
use in order to succeed in most language tasks within the Language Biography
section; to collect pieces of their own language projects ranging from simple ones
such as postcards or pen-pal letters to essays describing a point of view about the
global warming or another interesting topic within the dossier. As I stated, the first
wave, with young adult students within this cohort, showed that some of them
rejected at first this tool; but as Markee (2002) argues the innovation process is
slow at first and âif a critical mass of between 5% and 25% of potential users adopt,
the innovation will take off and become self sustainingâ (Rogers, 1995; cited in
16. third wave then began with late majority accounting for the 90% of the class and
only 10% of laggards.
4.2 My epistemological stance
I might argue the ELP can help develop various aspects of the paradigm shift in
ELT as described by Jacobs and Farrell (2001), including the following: (i) Learner
autonomy is supported by the fact that learners can set their own objectives with
the aid of self-assessment checklists; (ii) Curricular integration can be fostered
through production of the Dossier; (iii) A focus on meaning is adopted throughout
checklists; (iv) other tools for assessment might be developed for young adults and
the author of this essay is going to take part in the project as a member of a
teacher's pilot group to test materials; (v) The concept of the teacher as a 'co-
learner' is an important one for work with the ELP, notably when new paths are
followed. This might be illustrated by an example: grammar progression, an
important term for most language programs and textbooks, does not occur in the
ELP neither is any grammatical progression described. Over and above that, it can
be assumed that the ELP will play a role of increasing importance for foreign
language teaching and learning in Europe and Latin America (Little, 2007). At
present, the number of validated portfolios has raised to 30 covering Europe from
Ireland to Russia and from Sweden to Italy according to the Council of Europe's
ELP website (Council of Europe 2002).
17. V. Conclusion
5.1 In formal language learning the development of autonomy requires that
learners use the target language at once as medium of classroom communication,
channel of learning, and tool for reflection. Such reflection is triggered by the ELP.
In the light of these events, different versions of the ELP ought to be developed to
match specific classroomâs necessities to foster learnersâ autonomy. The teachersâ
praxis is framed within a spectrum of different beliefs and theoretical assumptions.
I also argued that under these conditions innovation occurs. The third wave of
adopters in this project (90%) clearly shows that studentsâ autonomy grows as a
result of their never ending effort to understand the why, the and the how of their
learning (Dam 1995; cited in Little, 2007).
5.2 The ELP through the Learnersâ autonomy entails a variety of self-regulatory
behaviors that develop â through practice â as a fully integrated part of the
knowledge and skills that are the goal of learning. The ELP helps the teacher to:
ï· Convert the communicative component of any curriculum into an inventory
of tasks
ï· Plan and negotiate a structure for learning in the short, medium and long
term
18. ï· Introduce and manage a portfolio approach to learning that does not have to
set its own evaluation criteria
ï· reflect on the progress of individual learners and the whole class
5.3. Functions of the ELP
ï· Pedagogical function â the ELP is designed to make the language learning
process more transparent to the learner and foster the development of
learner autonomy (cf. the Council of Europeâs commitment to educational for
democratic citizenship and lifelong learning)
ï· Reporting function â the ELP provides practical evidence of L2 proficiency
and intercultural experience against the metric of the Common European
Frameworkâs common reference levels (Little, 2007).
5.4 How does the ELP work?
âą All behavioural autonomy is the product of interactive/dialogic processes
(Vygotsky 1978, 1986; cited in Little, 2007)
âą The reflective processes that the ELP stimulates and supports are themselves
dialogic (the learner in conversation with his/her present and past self)
âą The three parts of the ELP correspond closely to a triadic architecture of
personhood: self â social identity â roles (Riley 2003; cited in Little, 2007)
19. .
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