The significance of language to multiracial individuals and identity part ii ...David Brooks
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
This document discusses how culture and identity affect education. It examines factors such as race, ethnicity, language, social class, and religion and how they shape students' experiences and academic achievement. Race can influence education through racism, poor school funding, and teacher stereotypes. Language barriers like not speaking the language of instruction can negatively impact performance. Social class is linked to parental involvement and access to resources. Religion sometimes influences debates around teaching evolution and sex education. Understanding differences in culture, values, and experiences is important for teachers to effectively support all students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
Intercultural english teacher for the global village 2sparky32
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
The significance of language to multiracial individuals and identity part ii ...David Brooks
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
This document discusses how culture and identity affect education. It examines factors such as race, ethnicity, language, social class, and religion and how they shape students' experiences and academic achievement. Race can influence education through racism, poor school funding, and teacher stereotypes. Language barriers like not speaking the language of instruction can negatively impact performance. Social class is linked to parental involvement and access to resources. Religion sometimes influences debates around teaching evolution and sex education. Understanding differences in culture, values, and experiences is important for teachers to effectively support all students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
Intercultural english teacher for the global village 2sparky32
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Definition and purpose of comparative education.mogana arumungam
1. The document provides an overview of comparative education, defining it as the analytical study of education systems across national borders to identify similarities and differences.
2. It discusses various definitions of comparative education provided by different scholars and the objectives and scope of comparative education, including description, understanding education systems, evaluation, and aiding education planning.
3. The rationale for comparative education includes using other countries' experiences to evaluate and improve one's own education system, and satisfying intellectual curiosity about other education systems.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
Alternative approaches in comparative educationMaham Naveed
This document discusses the evolution of approaches in comparative education from 1977 to the 1980s. It notes that early journals in the 1970s focused on issues like inequalities between states and how education contributed to social change. In the 1980s, there were four main challenges: 1) to viewing the nation state as the sole framework, 2) to input-output models and reliance on qualifications, 3) to structural functionalism, and 4) to bring attention to new topics of inquiry. It also discusses how education systems were influenced more by external forces like technology and labor markets than internal structures.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
This document provides an overview of the concept of comparative education, including its meaning, need, scope, and structure of education in Pakistan. Comparative education involves comparing educational systems, practices, and outcomes across countries to better understand relationships between education and society. It can help improve national education policies and practices. The scope of comparative education encompasses subject matter, geographical units of study, ideological perspectives, themes, and historical development. Studying comparative education provides benefits like understanding one's own education system, solving problems, and promoting international cooperation. The education system in Pakistan has five levels - primary, middle, secondary, higher secondary, and higher education. At each level, the document outlines goals and approaches.
Transformative learning of pre-Service teachers during study abroad in Reggio...Reggio Lingua
The present paper explores the transformative learning of five preservice teachers participating in a two-week study abroad program to Reggio Emilia, with Reggio Lingua School.
Ital, May 2015
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
Implementing Integrated Multicultural Instructional Design In Management Educ...norshimhashim
This document summarizes a study that implemented an integrated multicultural instructional design (IMID) model in a management education course. The study aimed to promote diversity and inclusion through teaching methods, course content, academic support, and assessment. A variety of teaching techniques were used, including relating personal experiences and collaborative learning. Course content incorporated current events and global perspectives. Students provided feedback that resulted in changes to better support diverse learners. Evaluation included multiple assessments to accommodate different learning styles. Student feedback indicated the IMID model created a more inclusive learning environment.
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document discusses various sociocultural factors related to second language acquisition, including culture, stereotypes, attitudes, social distance, intercultural competence, language policy, and the relationship between language and thought. It addresses concepts like second culture acquisition, cultural categories, linguistic imperialism, and implications for teaching English as a second or foreign language. The role of students' native cultures and addressing stereotypes in the language classroom are emphasized.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
Comparative education involves the step-by-step study of different educational systems to understand their similarities and differences. It covers components like structure, aims, curriculum, administration, financing and teacher education across geographical areas from individual countries to global systems. Ideological comparisons examine systems based on political, social and economic ideologies, while thematic comparisons focus on specific issues. The historical scope analyzes the discipline's development from early travelers' accounts to modern social science. The purposes of comparative education are to describe systems, assist development, highlight education-society links, and make generalized statements valid across countries.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Sociocultural factors closely relate to the process of learning a second language. These factors include culture, stereotypes, attitudes, acculturation, culture shock, and cultural distance. Understanding these complex relationships between language and culture can help teachers design effective lessons that support students' language learning by providing cultural insights and context.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
The document discusses the legal and ethical challenges of diversity in academia. While diversity provides educational benefits, implementing diversity policies is problematic. Minority students and faculty face barriers like isolation and lack of access. Affirmative action aims to address racial stratification, but its application and the concept of diversity have weakened the relationship between social justice and prejudice. Future policies should better define diversity and equality based on an understanding of different cultures and perspectives.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
This document outlines a study on social interaction in English language classrooms in three high schools in Bandung, Indonesia. The study observed 50 students in a "good" school, 40 students in a "middle" school, and 35 students in a "low" school over 10 weeks. Questionnaires and interviews were also conducted. The results found that the "low" school had the most active student participation and social interaction, while the "good" school had the least. The document concludes that applying a competency-based curriculum in Indonesia could help create a livelier and more interactive learning environment.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
Definition and purpose of comparative education.mogana arumungam
1. The document provides an overview of comparative education, defining it as the analytical study of education systems across national borders to identify similarities and differences.
2. It discusses various definitions of comparative education provided by different scholars and the objectives and scope of comparative education, including description, understanding education systems, evaluation, and aiding education planning.
3. The rationale for comparative education includes using other countries' experiences to evaluate and improve one's own education system, and satisfying intellectual curiosity about other education systems.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
Alternative approaches in comparative educationMaham Naveed
This document discusses the evolution of approaches in comparative education from 1977 to the 1980s. It notes that early journals in the 1970s focused on issues like inequalities between states and how education contributed to social change. In the 1980s, there were four main challenges: 1) to viewing the nation state as the sole framework, 2) to input-output models and reliance on qualifications, 3) to structural functionalism, and 4) to bring attention to new topics of inquiry. It also discusses how education systems were influenced more by external forces like technology and labor markets than internal structures.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
This document provides an overview of the concept of comparative education, including its meaning, need, scope, and structure of education in Pakistan. Comparative education involves comparing educational systems, practices, and outcomes across countries to better understand relationships between education and society. It can help improve national education policies and practices. The scope of comparative education encompasses subject matter, geographical units of study, ideological perspectives, themes, and historical development. Studying comparative education provides benefits like understanding one's own education system, solving problems, and promoting international cooperation. The education system in Pakistan has five levels - primary, middle, secondary, higher secondary, and higher education. At each level, the document outlines goals and approaches.
Transformative learning of pre-Service teachers during study abroad in Reggio...Reggio Lingua
The present paper explores the transformative learning of five preservice teachers participating in a two-week study abroad program to Reggio Emilia, with Reggio Lingua School.
Ital, May 2015
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
Implementing Integrated Multicultural Instructional Design In Management Educ...norshimhashim
This document summarizes a study that implemented an integrated multicultural instructional design (IMID) model in a management education course. The study aimed to promote diversity and inclusion through teaching methods, course content, academic support, and assessment. A variety of teaching techniques were used, including relating personal experiences and collaborative learning. Course content incorporated current events and global perspectives. Students provided feedback that resulted in changes to better support diverse learners. Evaluation included multiple assessments to accommodate different learning styles. Student feedback indicated the IMID model created a more inclusive learning environment.
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document discusses various sociocultural factors related to second language acquisition, including culture, stereotypes, attitudes, social distance, intercultural competence, language policy, and the relationship between language and thought. It addresses concepts like second culture acquisition, cultural categories, linguistic imperialism, and implications for teaching English as a second or foreign language. The role of students' native cultures and addressing stereotypes in the language classroom are emphasized.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
Comparative education involves the step-by-step study of different educational systems to understand their similarities and differences. It covers components like structure, aims, curriculum, administration, financing and teacher education across geographical areas from individual countries to global systems. Ideological comparisons examine systems based on political, social and economic ideologies, while thematic comparisons focus on specific issues. The historical scope analyzes the discipline's development from early travelers' accounts to modern social science. The purposes of comparative education are to describe systems, assist development, highlight education-society links, and make generalized statements valid across countries.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Sociocultural factors closely relate to the process of learning a second language. These factors include culture, stereotypes, attitudes, acculturation, culture shock, and cultural distance. Understanding these complex relationships between language and culture can help teachers design effective lessons that support students' language learning by providing cultural insights and context.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
The document discusses the legal and ethical challenges of diversity in academia. While diversity provides educational benefits, implementing diversity policies is problematic. Minority students and faculty face barriers like isolation and lack of access. Affirmative action aims to address racial stratification, but its application and the concept of diversity have weakened the relationship between social justice and prejudice. Future policies should better define diversity and equality based on an understanding of different cultures and perspectives.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
This document outlines a study on social interaction in English language classrooms in three high schools in Bandung, Indonesia. The study observed 50 students in a "good" school, 40 students in a "middle" school, and 35 students in a "low" school over 10 weeks. Questionnaires and interviews were also conducted. The results found that the "low" school had the most active student participation and social interaction, while the "good" school had the least. The document concludes that applying a competency-based curriculum in Indonesia could help create a livelier and more interactive learning environment.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This document is a dissertation submitted to Mohamed Khider University of Biskra in partial fulfillment of the requirements for a Master's degree in Language Sciences. The dissertation investigates the impact of anxiety in diminishing EFL students' participation in oral performance, using second year students at M'sila University as a case study. It includes a literature review on speaking skills, types of speaking tasks, characteristics of effective speaking, and psychological barriers to oral performance. It also defines anxiety, discusses types of anxiety and sources of speaking anxiety for EFL students. The field investigation section analyzes questionnaires administered to students and teachers, and observations of classes. The dissertation aims to understand anxiety's role in EFL speaking and propose suggestions to enhance
The document discusses the principles of English as a foreign language (EFL) learning. It covers elements like the roles of the learner and teacher, as well as factors that influence student motivation. Intrinsic and extrinsic motivation are explained, and tips are provided for teachers to motivate unmotivated students, such as using pair work, seating arrangements, error correction, role play, and audio/visual aids. The conclusion emphasizes that motivation is important for teachers to consider and that understanding student needs and creating an engaging atmosphere can help maintain student motivation for learning English.
This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
Pronunciation problems of non native speakers of englishEl Sameeha
This document discusses pronunciation problems faced by non-native English speakers and ways to overcome them. It defines non-native speakers as those whose first language is not English. It identifies some common pronunciation issues speakers of Arabic, Cantonese, French, Hindi, and Spanish may encounter. These include confusing similar sounds like /p/ and /b/ in Arabic or /θ/ and /d/ in Malaysian English. Factors causing problems are a lack of confidence, vocabulary, and focus on pronunciation in teaching. Ways to improve include practicing pronunciation, listening to English extensively, and using audio materials and qualified phonology teachers.
The document discusses strategies for making pair and group work effective in language teaching. It outlines the benefits of communicative and learner-centered approaches that incorporate interaction. Challenges of group work like students speaking only in their native language, noise, lack of participation, and understanding directions are addressed along with strategies to overcome them. Examples of effective group configurations and the jigsaw technique are provided. A variety of online resources for additional classroom activities and pedagogical information are also listed.
its about the group work in educational setting and how a group worker has to work with the school kids to make them to come out from their constraints and can perform well. A group work has to make sure that a student can achieve all round development.
Professional empowerment of EFL in-service teachers through language policy a...Yamith José Fandiño Parra
A presentation with basic information from a qualitative study on language policy. This study was carried out with EFL in-service teachers in Bogotá, Colombia.
Social Justice in the Language Classroom A Call to Action.pdfssuser589978
This document calls for social justice education in language classrooms. It discusses how language education goals have historically been shaped by social and political contexts. It argues that language classrooms should take a more critical approach to recognize the political nature of language. The document outlines how social justice can be defined as equitable sharing of social power and benefits. It discusses how social justice education is compatible with existing language education standards and frameworks like the Five C's. It concludes by calling language teachers to incorporate social justice concepts into their classrooms in order to tie together curricular elements and support students' language proficiency and intercultural development.
This document discusses decolonizing English language teaching practices in Colombia through a post-method pedagogy. It argues that current bilingual education programs do not consider students' realities and cultures. It advocates incorporating students' local knowledge and context into the curriculum to support meaningful learning. A post-method approach is proposed where teachers recognize multiple teaching methods and act as reflective practitioners. Teachers should use their experiences to construct their own teaching theories tailored to their contexts. Decolonizing practices involve teachers gaining awareness of imposed discourses, recognizing decolonization as a process, understanding how to design theory from practice, provoking student self-reflection, and being aware of social and policy dimensions.
This document discusses decolonizing English language teaching practices in Colombia. It argues that current approaches do not consider students' realities and cultures. A post-method pedagogy is proposed that recognizes local knowledge and contexts. Language is viewed as a means of identity and power. Teachers should move from passive technicians to reflective practitioners who understand local contexts and work for social change. Decolonizing practices involve teachers gaining awareness of imposed discourses and power structures, recognizing teaching as an ongoing process, reflecting on their own practices, provoking student self-reflection, and understanding the social dimensions of their schools.
Assignment 6. Protocol and Data Analysis-Sample video presentation [Autoguard...SuzMtzg
This document discusses research on factors that affect English language learning. It aims to identify the level of influence of sociocultural level, geographical location, motivation, and personal factors on students' English acquisition. The study was conducted on students from a technical high school in Chiapas, Mexico. The theoretical framework discusses theories of foreign language learning and acquisition, noting the importance of English as a global language. It also covers differences between native and non-native speakers and learning theories such as behaviorism and innatism.
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
Cascading Towards Implementing Learning Strategies- A Recipe for SuccessNettie Boivin
TEFL students face socio-cultural and cognitive development constraints effecting second language acquisition. The basis for the workshop is an eight-week project conducted in a TEFL setting (small Japanese Embassy school) in the Middle East. Findings from the research identified a link between the factors of performance in front of the ethnic community, ownership and co-construction of the task, relevance age appropriateness of the task in increasing language learning motivation. The content of the workshop dealt with differences between lower and upper primary, implementation of learning strategies, learning styles, cultural identity, deconstruction of games and activities based on cognitive variance and multimodal lesson design. Moreover, consciousness was raised regarding issues such as; difference between proficiency level and developmental level, types of language skills and when to implement them in the lesson and group dynamics.
Coloniality and ELT education programs: the need for disrupting alternatives ...Yamith José Fandiño Parra
This presentation will call for disruptive research practices that not only can question the rhetoric of modernity and the logic of coloniality, but also position epistemic disobedience and a grammar of decoloniality (Mignolo, 2010) in the production of knowledge in foreign language education programs (Fandiño, 2021). It will do so by first going over coloniality in general and coloniality of knowledge in particular. Then, it will discuss knowledge production in the field of foreign language education. After that, it will propose some preliminary ideas about the decolonization of research in foreign language education programs. Finally, it will encourage participants infuse their own research agendas and research projects with disruptive alternatives.
SCHOOL CULTURE ADAPTATION AMONG INDIGENOUS PEOPLES COLLEGE STUDENTS AT A PRIV...AJHSSR Journal
ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
KEYWORDS: indigenous college students, adaptation, educational challenges, coping strategies
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Presentation by Tony Capstick, University of Reading on Language, Resilience and Ethnography, at the Participation Lab workshop on Migration, Care, Language & Identity, University of Reading, 3 November 2016.
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This document provides an overview of Bala Kumaravadivelu's contributions to English language teaching (ELT) through his development of postmethod pedagogy. It discusses Kumaravadivelu's biography and key concepts such as critiquing the imposition of Western ELT methods. It then summarizes Kumaravadivelu's theoretical development over several publications where he proposed postmethod pedagogy as an alternative framework focused on practicality, particularity, and possibility. The document concludes with Kumaravadivelu's legacy in establishing postmethod pedagogy principles and strategies to make teaching more responsive to local contexts.
2020 05 - PONENCIAS ENCUENTRO DE SOCIALIZACIÓN DE EXPERIENCIAS INVESTIGATIVAS...Yamith José Fandiño Parra
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EFL policy implementation in public schools - U. Distrital
1. EFL POLICY IMPLEMENTATION IN
PUBLIC SCHOOLS: A LOOK AT
IN-SERVICE TEACHERS’
CHALLENGES AND PERCEPTIONS
XXI SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS &
III INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
NOVEMBER 5 & 6, 2015
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE UNIVERSITY,
BOGOTÁ, COLOMBIA
2. CONTENTS
Introduction
Language policy: Histoy, EFL and national EFL programs
Methodology : paradigm, approach, design, questions, objectives, setting,
participants, data collection, data analysis.
Findings: Tensions and challenges.
Discussion
Conclusion
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
3. INTRODUCTION
Language policy (LP) can be understood as a systematic, rational effort at the societal level to modify the
linguistic environment with a view to increasing aggregate welfare (Grin, 2003, p. 30).
Traditionally, it has been studied at the macro level as a large-scale, top-down process that encompasses
aspects such as status, corpus, acquisition, and prestige planning.
However, over the last decade, the study of LP has emphasized its ecological context, which has led to an
increasing awareness that it is carried out not simply by governments but mainly by groups and individuals at
different levels (Baldauf, 2006).
As a result of this new emphasis, different authors have maintained that language policy at the local or micro
level is a fundamental part of the overall language policy process and it merits attention in its own right.
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
4. 1. LANGUAGE POLICY
Language policy (statements of intent) and planning (implementation) is defined as a set of
actions and processes, often large scale and national, usually undertaken by governments with the
purpose of influencing, if not changing, ways of speaking or literacy practices within a society
(Baldauf, 2004).
Baldauf proposed a framework that adopts a goal-orientation to the four activity types (i.e., status
planning, corpus planning, language-in-education planning, and prestige planning) typically used
to define the discipline and examines these across policy and cultivation planning. He suggests
that awareness of such goals may be overt (explicit, planned) or covert (implicit, unplanned), and
may occur at several different levels (macro, meso, and micro).
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
5. 1. LANGUAGE POLICY (Cassels & Ricento, 2013)
• Desires for unification of a region or a nation and for modernization of norms and grammatical
systems.
• Languages were abstracted from their sociohistorical and ecological contexts.
Early language planning scholarship
(60´s)
• Language policy as activities that move upwards as well as downwards (macro and micro levels)
•Focus on the sociopolitical impact and/or ideological orientations of language policies.
Expanding frameworks and
conceptualizations (70’s and 80’s)
• Language policies are mechanisms of power.
• They sustain various forms of social inequality, by promoting the interests of dominant social groups.Critical language policy (90’s)
The emergence of the
ethnography of language policy (21st
century)
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
• Examining the agents, contexts, and processes across multiple layers of what Ricento and
Hornberger (1996) metaphorically referred to as the language policy onion.
• A balance between policy power and interpretative agency.
6. 1.1. LANGUAGE POLICY AND EFL
When talking about language policy and EFL teachers, Ricento and Hornberger (1996) pointed out
that this kind of policy may appear quite theoretical and far removed from the lives of many English
language teaching practitioners.
External politics has traditionally influenced which language or which variety of that language
learners will acquire, and what its function will be in their future life. Such traditional approach to
language policy regards this process as one already decided before the EFL professional enters the
classroom.
To them, this is unfortunate since EFL professionals are involved in the processes of language
planning and making. They claim that educational and social change in general and language
policy in particular need to begin with the grass roots (educators, parents, students, and
communities), as they are the ones in charge of mobilizing innovation in schools and in classes.
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
7. 1.3. LANGUAGE POLICY AND NATIONAL EFL
PROGRAMS IN COLOMBIA
The adequacy of the country's conditions for bilingualism: Few classroom hours dedicated to
the teaching of English, a shortage of materials and qualified teachers and few opportunities
to use authentic English communication (Cardenas, 2006).
The difficulties experienced by this project: Not simply a lack of interest or language level of
Colombian teachers, but a need to improve the conditions in which teaching and learning
occur in Colombia (Sánchez & Obando, 2008).
Little inclusion and large exclusion: Opportunities for some groups and individuals, but
inequality and social stratification based on standardization and instrumentalization (Usma,
2009).
Tension between language policy, curriculum guidelines and actual conditions in the schools:
A lack of macro and micro articulation to assume bilingual learning processes as a meaningful
interplay between L1 and L2 (Fandiño, 2014).
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
8. 2. METHODOLOGY: PARADIGM, APPROACH,
AND DESIGN
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
BASIC QUALITATIVE RESEARCH DESIGN
In conducting a basic qualitative study, you seek to discover and understand a phenomenon, a process,
the perspectives and worldviews of the people involved, or a combination of these (Merriam, 2002, p. 6).
QUALITATIVE APPROACH
An approach for exploring and understanding the meaning individuals or groups ascribe to a social or
human problem (Creswell, 2014, p. 4).
INTERPRETIVIST/CONSTRUCTIVIST PARADIGM
Interpretivist/constructivist approaches to research have the intention of understanding "the world of
human experience" (Cohen & Manion, 1994, p.36), suggesting that "reality is socially constructed"
(Mertens, 2005, p.12).
9. 2.1. METHODOLOGY: QUESTIONS, OBJECTIVES, SETTING AND
PARTICIPANTS
•How do EFL in-
service teachers
perceive national
EFL programs in
public schools in
Bogotá?
Research
question
• Analyze the
perceptions EFL in-
service teachers
have about
national EFL
programs.
Research
objectives •Two public schools south of
Bogotá.
• Colegio Cafam Santa
Lucía and Colegio
Mercedes Nariño.
• 2nd or 3rd social strata.
•20 EFL in-service teachers.
• 3 -5 years experience in
public sector.
• Most with specializations in
EFL methodology and a
few with master’s degrees
in education.
Research setting
and participants
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
10. 2.1. METHODOLOGY: DATA ANALYSIS
(Chambliss & Schutt, 2012)
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY,
BOGOTÁ, COLOMBIA
Documentation
Conceptualization, coding
and categorizing
Examining
relationshipts and
displaying data Corraborating
and
legitimazing
Reporting
11. 3. FINDINGS
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
Instruments Themes Tensions Challenges
Documents
Surveys
Focus
groups
Language
planning and
policy
Top-down vs.
Bottom-up
From policy
implementers to
policy makers
Transmissionist vs.
Transformative
From curriculum
recipients to
curriculum decision
makers
Curriculum
School reality
Authoritarian vs.
Democratic
From officials /
employees to partners
/ agents
13. 4. DISCUSSION
EFL in-service teachers as decision makers (Villareal, 2005)
Decision making is about making informed choices for solutions to classroom problems and issues. It is about
feeling capable to make these decisions. It is about teachers given a decision-making opportunity and
getting the organizational support to successfully implement these choices.
Teachers’ engagement in decision making can be defined at two levels: classroom level for individual
judgments and school level for collective judgments. Their involvement requires the development of both
collective and individual decision-making skills.
Teachers can demonstrate appropriate application of decision making when they are given space and
time to:
- follow the steps of making a good decision,
- support decisions with research-based knowledge or experience, and
- demonstrate assessment of alternative actions and a decision’s possible impact.
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE UNIVERSITY,
BOGOTÁ, COLOMBIA
14. 4. DISCUSSION
Understanding EFL in-service teachers as decision makers requires Colombia’s government to
recognize policy as a sociocultural process that transcends official or legally authorized designations.
Instead, policy should be understood as a process of human interaction, negotiation, and resistance,
what Levinson, Sutton and Winstead (2009) call appropriation.
Appropriation refers to “the ways that creative agents interpret and take in elements of policy,
thereby incorporating these discursive resources into their own schemes of interest, motivation, and
action” (Levinson et al., 2009, p. 779).
Finally, the appropriation of language policy by EFL in-service teachers encourages one to interpret
ambiguities and gaps as opportunities for transformative pedagogical interventions. Such interventions
give rise to teacher agency. This agency is typically viewed as a quality within educators, a matter of
personal capacity to act usually in response to stimuli within their pedagogical environment (Priestley,
Biesta & Robinson, 2012, p. 3).
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
15. 4. DISCUSSION
Although in-service EFL teachers try to reproduce or replicate official discourses through particular
classroom language practices, such reproduction is never total and in some cases is eclipsed by
strong adaptations and contestations.
In this regard, Hornberger and Johnson (2011) proposed ethnography of language policy as a
method that can be used to approach the multiple levels of policy activity in order to better
understand both the power of language policies to marginalize and the power of educators to
adapt and resist.
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
16. 5. CONCLUSION
Overall, this study offers evidence that suggests that EFL in-service teachers need to be
incorporated into language policy and decision making. By doing so, programs such as Bogota
Bilingüe can effectively take into account their meanings, experiences, and perspectives of EFL
practitioners, which can lead to the reconfiguration and reinterpretation of the discourses and
practices official bilingualism and mainstream EFL instruction seem to be based on. Ultimately,
having EFL in-service teachers act as main participants can help official actions and decisions
“superar políticas instrumentalistas y proyectos programáticos caracterizados por el
desconocimiento de la voz de los actores del proceso” (Bermúdez, Fandiño & Ramírez, 2015, p.
166).
YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE
UNIVERSITY, BOGOTÁ, COLOMBIA
17. REFERENCES
Amir, L. (2013). Self-policing in the English as a foreign language classroom. Novitas: Research on Youth and Language, 7(2), 84-105.
Baldauf, R. (2006). Rearticulating the case for micro language planning in a language ecology context. Current Issues in Language Planning, 7(2), 147-170. doi: 10.2167/cilp092.0
Baldauf, R. (2004). Language planning and policy: Recent trends, future directions. American Association of Applied Linguistics, Portland, Oregon, (1-8). Retrieved from
http://espace.library.uq.edu.au/view/UQ:24518/LPPCoPap1AAAL04.pdf
Bermúdez, J., Fandiño, Y., & Ramírez, A. (2015). Percepciones de directivos y docentes de instituciones educativas distritales sobre la implementación del Programa Bogotá Bilingüe. Voces Y Silencios:
Revista Latinoamericana De Educación, 5(2), 135-171.
Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? Paper presented at the 19th EA Annual Education Conference, Perth, Australia. Retrieved from
http://www.docstoc.com/docs/32866051/Bilingual-Colombia-Are-we-ready-for-it-What-is-needed.
Cassels, D., & Ricento, T. (2013). Conceptual and theoretical perspectives in language planning and policy: situating the ethnography of language policy. International Journal of the Sociology of
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YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
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YAMITH FANDIÑO & JENNY BERMÚDEZ – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA