This document defines assimilation and provides examples of it occurring in speech. It discusses how assimilation is a phonological process where sounds become more similar when next to each other. Assimilation can be regressive, with the first sound changing to match the second, or progressive, with the second sound changing to match the first. It also describes different types of assimilation including place, manner, and voicing of sounds. Exercises are provided to have the reader practice identifying assimilation in words and sentences.
The German alphabet is based on Latin letters with minor exceptions. Each letter or letter combination is pronounced separately. The document provides the German pronunciation of each letter of the alphabet using English examples. It also discusses umlauts, letter combinations with unique pronunciations, and includes some example German words to demonstrate pronunciation of letters. Listeners are directed to an online resource to hear the pronunciation of each letter.
This document discusses phonemes, syllables, and syllabification. It begins by defining a phoneme as the smallest unit of sound in speech. There are 44 phonemes in English, represented by letters or letter combinations. A syllable contains at least one phoneme and can be broken into onset, nucleus, and coda. The nucleus is the core vowel sound. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van". The document also discusses phonological processes like vowel reduction and features of consonants in the International Phonetic Alphabet.
This document discusses diphthongs in English pronunciation. It defines a diphthong as a glide from one vowel sound to another within a single syllable. It identifies the 8 main diphthongs in English as /aɪ/, /eɪ/, /ɔɪ/, /aʊ/, /ɪə/, /eə/, /ʊə/, and /ɔɪ/. Each diphthong is exemplified with words containing that sound. The document also briefly discusses schwa sounds and how vowels are affected by following the letter R.
The document provides a lesson on pronouncing the /t/ and /d/ sounds in English. It explains that the mouth position is the same for both sounds, with the tip of the tongue placed behind the teeth. The difference is that /t/ is voiceless while /d/ is voiced. It provides examples of words containing these sounds and sentences to practice pronunciation. It also notes exceptions where the /t/ sound may be omitted in certain contexts like between vowels or before /n/.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
This document defines assimilation and provides examples of it occurring in speech. It discusses how assimilation is a phonological process where sounds become more similar when next to each other. Assimilation can be regressive, with the first sound changing to match the second, or progressive, with the second sound changing to match the first. It also describes different types of assimilation including place, manner, and voicing of sounds. Exercises are provided to have the reader practice identifying assimilation in words and sentences.
The German alphabet is based on Latin letters with minor exceptions. Each letter or letter combination is pronounced separately. The document provides the German pronunciation of each letter of the alphabet using English examples. It also discusses umlauts, letter combinations with unique pronunciations, and includes some example German words to demonstrate pronunciation of letters. Listeners are directed to an online resource to hear the pronunciation of each letter.
This document discusses phonemes, syllables, and syllabification. It begins by defining a phoneme as the smallest unit of sound in speech. There are 44 phonemes in English, represented by letters or letter combinations. A syllable contains at least one phoneme and can be broken into onset, nucleus, and coda. The nucleus is the core vowel sound. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van". The document also discusses phonological processes like vowel reduction and features of consonants in the International Phonetic Alphabet.
This document discusses diphthongs in English pronunciation. It defines a diphthong as a glide from one vowel sound to another within a single syllable. It identifies the 8 main diphthongs in English as /aɪ/, /eɪ/, /ɔɪ/, /aʊ/, /ɪə/, /eə/, /ʊə/, and /ɔɪ/. Each diphthong is exemplified with words containing that sound. The document also briefly discusses schwa sounds and how vowels are affected by following the letter R.
The document provides a lesson on pronouncing the /t/ and /d/ sounds in English. It explains that the mouth position is the same for both sounds, with the tip of the tongue placed behind the teeth. The difference is that /t/ is voiceless while /d/ is voiced. It provides examples of words containing these sounds and sentences to practice pronunciation. It also notes exceptions where the /t/ sound may be omitted in certain contexts like between vowels or before /n/.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
Phonetics and Phonology: Long Vowels, Diphthongs and ThripthongRaja Emma
This document discusses long vowels, diphthongs, and triphthongs in phonology. It defines long vowels as vowels that are longer than short vowels, and provides examples of the six long vowels in English. It then explains diphthongs as sounds consisting of a movement from one vowel to another, categorizing them as centering, closing, or ending diphthongs. Finally, it defines triphthongs as a glide from one vowel to another and then to a third vowel, providing examples of triphthongs in English.
This document discusses the consonant sounds of English. It describes 5 categories of consonants: friction consonants like f and v; stop consonants like p and b; nasal consonants like m, n, and ng; lateral consonants like l; and gliding consonants like w, y, and r. For each category, it provides details on place and manner of articulation, voiced and voiceless pairs, distribution patterns, and examples to illustrate key points. The goal is to explain the production of all the consonant phonemes in English.
Ipa transcription practice 5th lectureFaiza Sandhu
This document provides information on phonetic transcription and IPA symbols. It includes charts of English vowels and consonants and their typical phonetic transcriptions. It then discusses exercises to practice distinguishing vowel and consonant sounds, including lessons on vowel digraphs and diphthongs, as well as rules for transcribing suffixes like -ed and -s. The document also covers diacritic marks used to indicate modifications in consonant articulation, such as dentalization, palatalization, and velarization.
The document discusses the speech mechanism. It is related to a class on the study of the English language taught at BP Arts, SMA Sci., KKC Com. College in Chalisgaon. The document examines how speech is produced through the mechanisms in the human body.
This document provides the correct phonetic transcriptions for 12 English words: sad, stood, cry, sing, but, caught, nice, toy, fair, strong, wild, and cheese. Learners are asked to circle the right transcription for each word from two options provided in the form of phonetic symbols between slashes. The answers can help students practice and learn phonetic transcription skills.
Elision is the omission of sounds in words or phrases to make them easier to pronounce. In English, sounds like vowels, consonants, and syllables are often elided. Elision occurs naturally for native English speakers and is sometimes deliberate. It can be difficult for learners to recognize elided words, especially without exposure to native speakers. Elision involves omitting sounds like /t/ and /d/ between consonants, the schwa vowel before liquids, and occurs in words like "comfortable," "fifth," and contractions like "gonna." Elision skills predict success in reading nonsense words and may be an important part of screening for reading difficulties in children.
The document discusses minimal pairs, which are pairs of words that differ by only one sound. Minimal pairs are useful for distinguishing between similar sounds. Some examples of minimal pairs provided are thin/thing, alive/arrive, sea/she, fan/van, fat/hat, free/three, sink/think, with/whizz, and page/pays. A minimal pair consists of two words or phrases that differ in only one phonological element, such as the onset, nucleus, or coda of a syllable.
The document summarizes key aspects of connected speech in English, including rhythm, assimilation, elision, and linking. It defines each concept and provides examples. Rhythm refers to the regular stress pattern in speech. Assimilation is the change in pronunciation of sounds due to surrounding sounds, such as in "newspaper." Elision is the omission of sounds, like the 't' in "night." Linking describes how words and sounds are connected together in fluent speech according to five basic rules.
Minimal pairs and minimal sets in PhonologyYahyaChoy
Minimal pairs are pairs of words that differ by only one phoneme, demonstrating that the differing sounds represent distinct phonemes in a language. They show that substituting one phoneme for another changes the word's meaning. Examples of English minimal pairs include wet/yet, kill/gill, and park/bark. Minimal sets contain more than two words that differ by just one phoneme. Both minimal pairs and sets are used to identify individual phonemes in a language's phonological system.
Phonology is the study of how sounds are organized and used in a language to convey meaning. A phoneme is the smallest unit of sound in a language that can distinguish meaning. English has 24 consonant and 20 vowel phonemes. Phonemes are language specific and each language selects a set of sounds to form patterns. Allophones are different phonetic realizations of the same phoneme that do not change meaning, such as the aspirated and unaspirated versions of /p/, /t/, and /k/ in English. A minimal pair is a pair of words that differ in only one phoneme.
This document discusses the functions and uses of intonation in English. It identifies four main functions: 1) the attitudinal function, where intonation conveys feelings and attitudes; 2) the accentual function, where stress is placed on important words; 3) the grammatical function, where intonation clarifies ambiguous sentences; and 4) the discourse function, where intonation focuses listener attention. It also describes the uses of falling, rising, and falling-rising tones to indicate definiteness, uncertainty, and contrast respectively. Examples are provided to illustrate how intonation conveys meaning.
The document summarizes key points about the subjunctive mood in Spanish grammar:
1. It discusses the three moods in English (indicative, imperative, subjunctive) and introduces the subjunctive mood in Spanish.
2. It provides examples of when the subjunctive mood is used in Spanish after certain verbs and expressions.
3. It covers three concepts where the subjunctive is used: indirect commands, emotions, and unreality.
Assimilation is a connected speech phenomenon where adjacent phonemes influence each other and become more similar. It occurs when the mouth and vocal cords start forming the beginning sounds of the next word before finishing the last sound. There are different types of assimilation that can occur based on what phonemes are influencing each other between adjacent words. Further practice is needed to fully understand assimilation and its various types.
This document discusses assimilation, which is when a phoneme is realized differently due to the influence of a neighboring phoneme. Assimilation is defined as a sound replacing or changing properties under the influence of an adjacent sound. Consonants and vowels are affected by their neighbors through assimilation. Assimilation can be regressive or progressive and involve place, voice, or manner of articulation. It typically occurs regressively except in suffixes like -s or -ed where it is progressive.
Relative pronouns introduce adjective clauses that define, limit, or add meaning to the antecedent. Relative pronouns can be the subject or object of the verb in the clause. When the relative pronoun is the object of the verb, it can sometimes be omitted. Who/whom should be used for people and which/that for non-people. Whose is used to show possession and is always followed by a noun.
The document discusses stress and syllables in English words. It explains that stressed syllables are louder, longer, higher in pitch, and have a different quality than unstressed syllables. Words can have primary stress, secondary stress, or be unstressed. The placement of stress in words depends on factors like the number of syllables, grammatical category, and phonological structure. Complex words formed from affixes or compounds may have stress shifted or placed on different components. Exceptions to stress rules are also discussed.
This document discusses the components of syllables including the onset, nucleus, and coda. It defines these terms and provides examples of identifying each component in syllables. It also discusses different types of syllables such as open and closed syllables. Finally, it examines initial and final consonant clusters that can occur in syllable onsets and codas.
The document describes the place and manner of articulation of different English consonant sounds. It explains that consonants can be oral if the soft palate is raised during articulation, or nasal if the soft palate is lowered. Various consonants are classified based on where in the mouth they are articulated (bilabial, labiodental, dental, alveolar, palato-alveolar, palatal, velar, labial-velar). Key consonants for each place of articulation are identified, including whether they are plosives, fricatives, affricates, approximants, or laterals.
La Era del Emprendimiento - Leonardo Jimenezeducarepdom
El documento habla sobre los beneficios del emprendimiento en la era digital. Señala que ahora es el mejor momento para comenzar un negocio debido a la facilidad de acceso a clientes e información a través de Internet. No se necesita una oficina física u otros gastos iniciales elevados para empezar. Además, existen numerosas fuentes en línea para adquirir conocimientos de forma gratuita. El autor anima a las personas a aprovechar estas oportunidades y no usar excusas como la falta de preparación o dinero para no emprender
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Este documento presenta información sobre la situación de los jóvenes en Honduras y el proyecto PROJOVEN para mejorar la formación profesional y la inserción laboral de los jóvenes. Describe los datos problemáticos sobre el empleo, educación y violencia que afectan a los jóvenes hondureños. Luego resume los componentes y objetivos de PROJOVEN para brindar una oferta integral de formación profesional vinculada al mercado laboral, con un enfoque de gestión sensible al conflicto.
Phonetics and Phonology: Long Vowels, Diphthongs and ThripthongRaja Emma
This document discusses long vowels, diphthongs, and triphthongs in phonology. It defines long vowels as vowels that are longer than short vowels, and provides examples of the six long vowels in English. It then explains diphthongs as sounds consisting of a movement from one vowel to another, categorizing them as centering, closing, or ending diphthongs. Finally, it defines triphthongs as a glide from one vowel to another and then to a third vowel, providing examples of triphthongs in English.
This document discusses the consonant sounds of English. It describes 5 categories of consonants: friction consonants like f and v; stop consonants like p and b; nasal consonants like m, n, and ng; lateral consonants like l; and gliding consonants like w, y, and r. For each category, it provides details on place and manner of articulation, voiced and voiceless pairs, distribution patterns, and examples to illustrate key points. The goal is to explain the production of all the consonant phonemes in English.
Ipa transcription practice 5th lectureFaiza Sandhu
This document provides information on phonetic transcription and IPA symbols. It includes charts of English vowels and consonants and their typical phonetic transcriptions. It then discusses exercises to practice distinguishing vowel and consonant sounds, including lessons on vowel digraphs and diphthongs, as well as rules for transcribing suffixes like -ed and -s. The document also covers diacritic marks used to indicate modifications in consonant articulation, such as dentalization, palatalization, and velarization.
The document discusses the speech mechanism. It is related to a class on the study of the English language taught at BP Arts, SMA Sci., KKC Com. College in Chalisgaon. The document examines how speech is produced through the mechanisms in the human body.
This document provides the correct phonetic transcriptions for 12 English words: sad, stood, cry, sing, but, caught, nice, toy, fair, strong, wild, and cheese. Learners are asked to circle the right transcription for each word from two options provided in the form of phonetic symbols between slashes. The answers can help students practice and learn phonetic transcription skills.
Elision is the omission of sounds in words or phrases to make them easier to pronounce. In English, sounds like vowels, consonants, and syllables are often elided. Elision occurs naturally for native English speakers and is sometimes deliberate. It can be difficult for learners to recognize elided words, especially without exposure to native speakers. Elision involves omitting sounds like /t/ and /d/ between consonants, the schwa vowel before liquids, and occurs in words like "comfortable," "fifth," and contractions like "gonna." Elision skills predict success in reading nonsense words and may be an important part of screening for reading difficulties in children.
The document discusses minimal pairs, which are pairs of words that differ by only one sound. Minimal pairs are useful for distinguishing between similar sounds. Some examples of minimal pairs provided are thin/thing, alive/arrive, sea/she, fan/van, fat/hat, free/three, sink/think, with/whizz, and page/pays. A minimal pair consists of two words or phrases that differ in only one phonological element, such as the onset, nucleus, or coda of a syllable.
The document summarizes key aspects of connected speech in English, including rhythm, assimilation, elision, and linking. It defines each concept and provides examples. Rhythm refers to the regular stress pattern in speech. Assimilation is the change in pronunciation of sounds due to surrounding sounds, such as in "newspaper." Elision is the omission of sounds, like the 't' in "night." Linking describes how words and sounds are connected together in fluent speech according to five basic rules.
Minimal pairs and minimal sets in PhonologyYahyaChoy
Minimal pairs are pairs of words that differ by only one phoneme, demonstrating that the differing sounds represent distinct phonemes in a language. They show that substituting one phoneme for another changes the word's meaning. Examples of English minimal pairs include wet/yet, kill/gill, and park/bark. Minimal sets contain more than two words that differ by just one phoneme. Both minimal pairs and sets are used to identify individual phonemes in a language's phonological system.
Phonology is the study of how sounds are organized and used in a language to convey meaning. A phoneme is the smallest unit of sound in a language that can distinguish meaning. English has 24 consonant and 20 vowel phonemes. Phonemes are language specific and each language selects a set of sounds to form patterns. Allophones are different phonetic realizations of the same phoneme that do not change meaning, such as the aspirated and unaspirated versions of /p/, /t/, and /k/ in English. A minimal pair is a pair of words that differ in only one phoneme.
This document discusses the functions and uses of intonation in English. It identifies four main functions: 1) the attitudinal function, where intonation conveys feelings and attitudes; 2) the accentual function, where stress is placed on important words; 3) the grammatical function, where intonation clarifies ambiguous sentences; and 4) the discourse function, where intonation focuses listener attention. It also describes the uses of falling, rising, and falling-rising tones to indicate definiteness, uncertainty, and contrast respectively. Examples are provided to illustrate how intonation conveys meaning.
The document summarizes key points about the subjunctive mood in Spanish grammar:
1. It discusses the three moods in English (indicative, imperative, subjunctive) and introduces the subjunctive mood in Spanish.
2. It provides examples of when the subjunctive mood is used in Spanish after certain verbs and expressions.
3. It covers three concepts where the subjunctive is used: indirect commands, emotions, and unreality.
Assimilation is a connected speech phenomenon where adjacent phonemes influence each other and become more similar. It occurs when the mouth and vocal cords start forming the beginning sounds of the next word before finishing the last sound. There are different types of assimilation that can occur based on what phonemes are influencing each other between adjacent words. Further practice is needed to fully understand assimilation and its various types.
This document discusses assimilation, which is when a phoneme is realized differently due to the influence of a neighboring phoneme. Assimilation is defined as a sound replacing or changing properties under the influence of an adjacent sound. Consonants and vowels are affected by their neighbors through assimilation. Assimilation can be regressive or progressive and involve place, voice, or manner of articulation. It typically occurs regressively except in suffixes like -s or -ed where it is progressive.
Relative pronouns introduce adjective clauses that define, limit, or add meaning to the antecedent. Relative pronouns can be the subject or object of the verb in the clause. When the relative pronoun is the object of the verb, it can sometimes be omitted. Who/whom should be used for people and which/that for non-people. Whose is used to show possession and is always followed by a noun.
The document discusses stress and syllables in English words. It explains that stressed syllables are louder, longer, higher in pitch, and have a different quality than unstressed syllables. Words can have primary stress, secondary stress, or be unstressed. The placement of stress in words depends on factors like the number of syllables, grammatical category, and phonological structure. Complex words formed from affixes or compounds may have stress shifted or placed on different components. Exceptions to stress rules are also discussed.
This document discusses the components of syllables including the onset, nucleus, and coda. It defines these terms and provides examples of identifying each component in syllables. It also discusses different types of syllables such as open and closed syllables. Finally, it examines initial and final consonant clusters that can occur in syllable onsets and codas.
The document describes the place and manner of articulation of different English consonant sounds. It explains that consonants can be oral if the soft palate is raised during articulation, or nasal if the soft palate is lowered. Various consonants are classified based on where in the mouth they are articulated (bilabial, labiodental, dental, alveolar, palato-alveolar, palatal, velar, labial-velar). Key consonants for each place of articulation are identified, including whether they are plosives, fricatives, affricates, approximants, or laterals.
La Era del Emprendimiento - Leonardo Jimenezeducarepdom
El documento habla sobre los beneficios del emprendimiento en la era digital. Señala que ahora es el mejor momento para comenzar un negocio debido a la facilidad de acceso a clientes e información a través de Internet. No se necesita una oficina física u otros gastos iniciales elevados para empezar. Además, existen numerosas fuentes en línea para adquirir conocimientos de forma gratuita. El autor anima a las personas a aprovechar estas oportunidades y no usar excusas como la falta de preparación o dinero para no emprender
La esperanza se conquista - Alfredo Astorgaeducarepdom
Este documento presenta información sobre la situación de los jóvenes en Honduras y el proyecto PROJOVEN para mejorar la formación profesional y la inserción laboral de los jóvenes. Describe los datos problemáticos sobre el empleo, educación y violencia que afectan a los jóvenes hondureños. Luego resume los componentes y objetivos de PROJOVEN para brindar una oferta integral de formación profesional vinculada al mercado laboral, con un enfoque de gestión sensible al conflicto.
Desafios Laborales de los Jovenes en Republica Dominicanaeducarepdom
Este documento describe los desafíos laborales que enfrentan los jóvenes en la República Dominicana, incluyendo altas tasas de desempleo juvenil y trabajo informal. También analiza el programa "Juventud y Empleo" que busca mejorar las habilidades y expectativas de los jóvenes. Los resultados muestran que el programa tuvo un impacto positivo en la calidad del empleo y salarios de los hombres, así como en las habilidades socioemocionales y las expectativas de los participantes. Además, el programa redujo signific
Inducción Profesional del Docente Principiante: Lecciones Aprendidas de las e...educarepdom
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El documento describe el proyecto Alerta Joven, un programa de 5 años financiado por USAID con un presupuesto de $23 millones para crear una red de seguridad multidisciplinaria que brinde servicios de salud, educación, empleo y prevención del delito a 85,000 jóvenes vulnerables en República Dominicana. El proyecto tiene como objetivo empoderar a los jóvenes, aumentar sus oportunidades educativas y laborales, y desarrollar un sistema integrado de servicios para los jóvenes. Hasta la fecha
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El documento presenta cinco formas de trabajar con cifras en periodismo: 1) inferir, 2) comparar, 3) traducir, 4) interpretar y 5) contextualizar. También presenta cinco palabras clave para reportear temas sociales: eficacia, eficiencia, equidad, sostenibilidad y transparencia. Finalmente, plantea un caso hipotético sobre la asignación de $100,000 anuales en el plan decenal de educación de una ciudad, con datos sobre la población estudiantil, los costos actuales y las necesidades del sistema educativo
Este documento presenta una estrategia para el desarrollo profesional de docentes dominicanos a través de una plataforma de aprendizaje en línea llamada TuClase. La estrategia se basa en cinco principios: personalización, pares, práctica, permanente y profesionalización. La plataforma ofrece cursos, comunidades y herramientas de evaluación para apoyar el autodiagnóstico, aprendizaje, reflexión y desarrollo continuo de los docentes. La fundación detrás de la iniciat
Este documento describe una estrategia de aprendizaje basada en la experiencia de docentes reales que comparten sus mejores prácticas educativas a través de una red de colaboración. El objetivo principal es que los docentes encuentren un espacio para crecer profesionalmente mediante el intercambio de conocimientos y la implementación de microprácticas educativas efectivas en su contexto real con el apoyo de un tutor. El proceso se basa en cinco principios y ofrece diferentes evaluaciones para consolidar el aprendizaje a través de la reflexión ped
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2) Existe una falta de alineación entre la oferta educativa y las necesidades del sector productivo, así como una desconexión entre los niveles educativos técnicos.
3) La Iniciativa Empresarial para la Educación Técnica (IEET) busca promover asociaciones entre el sector educativo y productivo para desarrollar rutas de carrera técnic
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Este documento describe un programa extracurricular dirigido a niñas en Miches, República Dominicana. El programa tiene como objetivo empoderar a las niñas y prevenir embarazos precoces a través de actividades educativas, recreativas y de desarrollo personal. El documento presenta datos sobre la situación de las niñas en la región y los beneficios del programa piloto implementado en 2012 con 350 participantes.
La pertinencia de la educación técnica en la República Dominica - Jose Ta...educarepdom
El documento trata sobre la importancia de la pertinencia en la educación técnica en la República Dominicana. Describe el caso del Instituto Tecnológico de Las Américas (ITLA), la primera institución dominicana en implementar el Modelo de Excelencia CAF. El ITLA ofrece carreras en multimedia, software, mecatrónica y redes, ha capacitado a más de 45,000 personas y cuenta con 834 egresados. Implementa procesos de gestión de calidad certificados por ISO 9001 para mejorar continuamente.
El desafío de la Dirección Escolar en modalidad de jornada extendida: leccion...educarepdom
Este documento presenta las ideas centrales de Carlos Varela sobre los desafíos de dirigir centros educativos en modalidad de jornada extendida. Varela enfatiza la importancia de crear oportunidades para que los estudiantes produzcan su propio conocimiento, y propone evaluar los progresos de una manera que facilite el aprendizaje. También destaca la necesidad de promover una visión positiva y optimista en la escuela a través de un liderazgo compartido y flexible que permita adaptarse a múltiples posibilidades del futuro
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Ken Cruickshank - Research on Languages in NSW SchoolsMLTA of NSW
The document discusses research being conducted on language programs and resources in Australian schools. The research involves mapping existing language programs, surveying school staff attitudes towards language learning, and conducting case studies of individual schools to understand factors that contribute to successful language programs. Preliminary findings from the staff survey indicate generally positive attitudes towards language learning, with exposure to languages through personal experience being the strongest predictor of support.
Eil implications for policy and pedagogycjeremysykes
1. The document discusses approaches to teaching English as an international language in Taiwan, including a focus on English for academic purposes, content and language integrated learning, and English as a lingua franca.
2. It notes the Taiwanese government's efforts to improve English education but reports disappointing results, with many students still unable to communicate verbally in English.
3. The document advocates for reforms in Taiwan's university entrance exam system, English language instruction methods, and teacher training to better prepare students for using English internationally.
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 outlines standards for in-service English teachers in Ecuador. It is organized into 5 domains: 1) Language, 2) Culture, 3) Curriculum Development, 4) Assessment, and 5) Professionalism and Ethics. Domain 1 includes standards related to the structure of English, language acquisition theories, and language development. Domain 2 covers understanding culture and how it impacts learning. Domain 3 addresses planning, implementing, and managing standards-based English instruction, including choosing resources and technology. Domain 4 involves assessing English language learning. Domain 5 encompasses professional development and ethics. The document provides these standards to guide English teachers in Ecuador.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document summarizes a presentation on the problems and prospects of English teaching as a professional language in the Ukrainian education system. It outlines that English is important globally and for Ukraine's identity and cooperation with Western countries. However, English proficiency is low in Ukraine due to it not being mandatory from childhood, lack of motivation and opportunities to use English. At universities, students have low English skills, teaching groups are not organized by proficiency, and the language barrier exists. Several recommendations are provided to improve the situation, including better training and development for teachers, more immersive activities for students, and education reforms by the government such as making English mandatory from an early age.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
2014 09 09 BAICE: Supporting development through improving English language t...Tom Power
Explores issues of quality and scale in relation to Teacher Education and Educational Technology, in International Development Contexts. Whereas most programmes use small scale 'boutique' approaches, or large-scale cascades with little impact on practice, EIA has developed a school-based, mobile-learning-enhanced teacher development programme, capable of large scale and high impact. Results from the current large scale research programme are presented.
Sign language as a medium of instructionAmanuelEndale
This document provides an outline for a thesis that will assess the practice and challenges of using sign language as a medium of instruction among deaf students at Yekatit 23 Primary School in Bahir Dar, Ethiopia. The study will employ a mixed methods research design and collect data from 15 deaf student respondents and 7 special needs teachers through surveys and interviews. The thesis will be submitted in partial fulfillment of requirements for a BA degree in Special Needs and Inclusive Education at Bahir Dar University. It will consist of 5 chapters that will introduce the topic, review relevant literature, describe the research methods, analyze the results, and provide conclusions and recommendations.
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
This document summarizes a master's thesis that examined the impact of intercultural communicative competence (ICC) on English as a foreign language (EFL) students' proficiency and achievement. The study involved questionnaires with 40 students and interviews with 6 teachers at a university in Algeria. Results indicated that ICC was not adequately incorporated into teaching and that ICC could enhance students' language skills if integrated properly. Recommendations included encouraging student exchanges, project work, and teacher training to better integrate cultural aspects into EFL classrooms.
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
This document is a thesis submitted by Lorena García Villarreal and Henry Gómez Salas to earn a Bachelor's degree in Teaching English from Universidad Magister. The thesis presents a technical proposal for improving reading skills in English among students in section 11-1 at the Liceo Nocturno de Desamparados secondary school. It analyzes the students' current level of reading comprehension, identifies challenges and strategies to motivate students and help them develop key skills. The proposal involves applying various pre, during and post-reading activities and techniques over time and evaluating their effectiveness through pre- and post-tests.
Similar to El inglés como herramienta fundamental. - Juan Valdez (20)
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Experiencias destacadas de Sistemas de Carrera Docenteeducarepdom
El documento analiza las políticas educativas implementadas en Ecuador entre 2007 y 2015 para reformar el sistema educativo. Estas políticas incluyeron la recuperación de la rectoría estatal sobre la educación, la universalización de la cobertura educativa hasta el bachillerato, y el mejoramiento de la calidad y equidad del servicio educativo a través de la revalorización de la carrera docente. Los resultados incluyeron una mayor cobertura educativa, especialmente para grupos históricamente excluidos, y una mejora en los aprendizajes estudiantiles.
Formación Docente en la República Dominicana desde una perspectiva comparada:...educarepdom
Este documento analiza la formación docente en República Dominicana desde una perspectiva comparada con otros países. Se construye un índice para evaluar la calidad de la formación inicial y en servicio en varios países. La formación inicial en República Dominicana cumple con algunos estándares deseables pero es heterogénea en calidad. Si bien existen amplias oportunidades de formación en servicio, éstas carecen de pertinencia y calidad debido a la ausencia de una evaluación docente efectiva. El documento recomienda mejorar la formación
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. In 1997, UNESCO ¨ predicted that by the year 2000, someone who could not speak English and use a computer, would be functionally illiterate.
3. The Circles of English
By: Braj Kachru
These circles represent the traditional bases of English.
The total number of English speakers in the inner circle is as high as 380 million, of whom some 120 million are outside the United States.
The United Kingdom, the United States, Australia, New Zealand, Ireland, Canada, and some of the Caribbean territories.
4. The outer circle and the expanding circle encompasses those countries where English plays an important role as a foreign language or as a lingua franca.
The total number of English speakers as a foreign or second language is as high as 1,100 million.
5. 28%
32% [China 23%]
40%
The “purple circle” countries, only accounts for 28% of world economic activity.
With the EU– the ‘old world’ just 40%
While BRIC countries are a third– of which China is 23% of BRIC
The need has to be met primarily through teachers in schools.
6. •15 Million English teachers Worldwide (British Council)
•Lack of teachers who can teach English-in-English
•No scalable way to train teachers fast enough
Demand for
Improving the
Quality of English
Teaching
7. Why now?
•This shift in the linguistic center of gravity has created a need and a demand.
•The need has to be met by public-sector education, primarily through teachers in schools.
•So how do you support school systems to improve the teaching of English?
8. The argument.
• The classroom teacher is the key to student learning
•The lack of student progress casts as ‘the teacher’s problem’
•This problem is defined in terms of ‘deficits’--what the teacher doesn’t know and/or can’t do.
•So improvement is cast as a teacher quality [people] problem
9. •A problem of people or a problem of practice?
•Is it a teacher problem or teaching problem?
Reframing the argument
10. The landscape: Why now?
Crystallizing demands
•The role of English in schools.
–Expanding teaching force
•National/global standards
–Regional expectations
•Public perceptions
–‘Teaching English in English’
11. What Ministries of Education are aiming for…
•A way to ensure ‘quality’ that supports the status-quo
•To respond to public expectations – ‘Teaching English in English’
•To position national teaching force in terms of global reference points
12. So, how are ministries looking to address this problem?
13.
14. Villa Mella
Zona Oriental
Boca Chica
San Isidro
Sabana Pedida
Regional 10 High Schools
250 Teachers
134 Schools
187,000 Students
16. The Dominican Public School English Program
BASIC SCHOOL (5th to 8th Grade) SINCE 1994.
HIGH SCHOOL (9th to 12th Grade) SINCE 1961.
4th grade
17. How do we describe levels of attainment of a foreign language?
For the last 20 years, the Dominican School curriculum tried to reach a B2 level of communicative competence upon completion of high school. Can it be done?
18. WHAT DOES IT MEAN TO KNOW ENGLISH?
Communicative Competence (CC):
This concept can be traced to Savignon (1972), who initially defined CC as the “ability to function in a truly communicative setting—that is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors” (p. 8). The literature on developing CC in L2 contexts focuses on areas that are commonly categorized under the generic headings of linguistic and pragmatic competencies.
19. Hours of English class throughout Dominican school life:
BASIC SCHOOL (5th to 8th Grade): 2 class sessions week (45 minutes) = 228 hrs.
HIGH SCHOOL (9th to 12th Grade) 3 class sessions week (45 minutes) = 342 hrs.
TOTAL NUMBER OF HOURS OF ENGLISH CLASS IN SCHOOL LIFE = 570 hrs.
38-week School Year
20. 1. How can we improve the quality of ELT&L in public schools, and make English for Specific Purposes a productive competence (Tourism, Telephoning, Nursing & Technology)?
2. What are the factors that interfere with or impede the achievement of the expected level of language skills in the Dominican school curriculum?
THIS WORKSHOP IS ABOUT THE FOLLOWING QUESTIONS:
21. 5 Factors.
1- Our Curriculum.
2- The Methodology.
3- Our Teachers.
4- Our students.
5- Our School System Policies and Context.
Dominican Republic Teachers of English to Speakers of Other Languages
23. 4- Our curriculum Design Criteria
1.Curricular Philosophy. Objectives, Reach and sequence.
2.The Syllabus.
3.Students learning styles, preferences and cognitive profile.
4.Methodology.
5.Teaching resources.
6.Student assessment.
7.Teacher training.
8.Challenges in the school context.
24. 4- Our curriculum
1.The same curriculum at the national level.
2.Do teachers follow it?
3.What is teachers’ opinion on the curriculum?
- 80% think it is not an effective reference or guide. - 95% believe that it does not help to reach the expected level of English. - 90% think it is based purely on a grammatical approach. These data are quite descriptive, since over 80 percent of teachers believe that the curriculum has weaknesses and disagree with the approach it has. However, the ongoing curriculum reform is being done without participation of the experiences and opinions of teachers who work in system from around the country, and regardless of experiences and teaching-learning programs recorded as successful by many teachers and school directors.
25. The Positivist Paradigm
A way of thinking based only on scientific facts.
FROM
objectivity
Top-down
order
Cause-effect
linear dynamics
Focus primarily on accuracy
Teacher centeredness
PPP
Objective testing
Chorus repetition
Appeals mostly to rational thought
Example: Grammar –Translation and Audio-Lingualism
Assessment of learning
A Paradigm Shift:
3. THE METHODOLOGY USED IN PUBLIC SCHOOLS.
26. Connectivism
A Paradigm shift: The Complex or Ecosystemic Paradigm A way of thinking that recognizes the complexity and interrelatedness of all phenomena.
TO
intersubjectivity
Self-organization
CLIL
indeterminacy
Non-linear dynamics
Focus on skill- building.
Bottom – Up
Alternative Assessment
Process Writing
Learner/learning centeredness.
TBL-PBL
Cross- curricularity
Lexical Approach
Appeals to ‘feelthinking’
Example: Whole Language
21st Century Skills.
Holistic and Connative
27. 3. THE METHODOLOGY USED IN PUBLIC SCHOOLS.
We approached this factor from six indicators:
(1) The use of English as the medium of communication and as an object of study. (2) Methodology of teaching based on grammar and translation. (3) Teaching techniques. (4) Use of technological resources. (5) Using the textbooks. (6) Technical assessment for learning.
28. (1)- Use of English as the medium of communication and as an object of study. In this regard, the sources and contextual limitation of this study show that in the second cycle of primary school (5th to 8th grade), 95% of the-teachers develop their class mostly in Spanish. In high school, 50% percent of the teachers develop their class mostly in English, and the remaining 50% combines English and Spanish in class
3. THE METHODOLOGY USED IN PUBLIC SCHOOLS.
29. (2)- An Orientation to Grammar Translation and Audio- Lingualism.
In general, more than 90% of the teachers in the second cycle of primary school teach basically how to translate vocabulary in English class and do choral repetition.
In high school, only 40% of the teachers use solely the grammar translation method in their classes.
30. (3)- Teaching Techniques. According to our observations, the most frequently used teaching techniques in Dominican public schools are:
- Reading and simultaneous choral repetition. 25% - Grammar exercises. 25% - Translation Exercises. 15% - Dialogues. 10% - Oral Exercises. 10% - Dictations. 05% - Reading comprehension exercises. 05% - Role plays. 03% - Writing exercises. 02%
Technique
Percentile
31. (4)- Use of Technological Resources.
- Our students cognitive profile.
- Learning styles and preferences.
In this regard, 80% of the teachers expressed that they did not have access to resources like radios, television or the internet in schools, or even electricity in the classrooms.
85% report to have never used the Internet to support English class in school.
90% percent said that they had never been able to use the multimedia lab.
A Digital Generation in Analog schools.
D.F.L: Generations Y, Z and Alpha (1981-2010).
32. (5)- TEXTBOOKS.
The usefulness of textbooks depends on a number of factors that may include:
(1)Consistency with the curriculum, in terms of content, objectives and approach;
(2)Consistency with the students, in terms of format, presentation, learning styles and preferences, the nature of the activities, their level and their context;
(3)Consistency with the teachers, in terms of teaching philosophy, their level of English proficiency, etc..
33. (6)- Assessment and Evaluation.
- 85% only use written exams.
- There is no oral assessment or alternative assessment.
Reading, Writing, Listening and Speaking
34. 2. OUR ENGLISH TEACHERS
1. Professionalism and Academic Level. 2. Mastery of the English language. 3. Teaching skills.
Three key elements
35. OUR ENGLISH TEACHERS
1. Professionalism.
Three key elements
50%
B.A. in Education or Modern Languages.
20%
have not completed a B. A. yet, but they are studying the career.
22%
teachers are from general education.
08%
started studying the career but eventually stopped and never completed it.
36. OUR ENGLISH TEACHERS
2. Mastery of the English language.
Three key elements
In general, one would expect an English teacher to have an advanced level of communicative competence (C1-C2 CUFL). The English teacher becomes a model of communicative performance in terms of pronunciation, fluency, intonation, vocabulary, grammar, etc..
37. OUR ENGLISH TEACHERS
2. Mastery of the English language.
Three key elements
Based on the results of placement tests given on our training programs for The National Teacher Training Institute (INAFOCAM-MINERD, 2008 - 2012), it is estimated the level of language skills that high school public school teachers have, ranges from Level B1 to C1:
It took us 4 years to take in-service teachers from an A1-A2 to a C1 level of language proficiency.
38. OUR ENGLISH TEACHERS
2. Mastery of the English language.
Three key elements
1.Television.
2.Computers and the internet.
3.The radio.
4.Cell phones, etc..
However, Are teachers the only model?
What can we do when teachers language proficiency is low?
39. OUR ENGLISH TEACHERS
Three key elements
Teaching skills refer to the knowledge and skills that enable teachers to develop effective learning processes, ie, skills that generate significant learning, consistent with the nature and purpose of EFL methodologies.
These skills are best assessed through a process of class observation on in-service teacher performance, which we carried out through sessions of pedagogical accompaniment for two school years, through a model of:
1.Pre-observation,
2.Observation and,
3.Post-observation.
REFLECTIVE TEACHING
3. Teaching Skills.
40. OUR ENGLISH TEACHERS
Three key elements
Teaching Skills.
These observation model showed that, in general, teachers needed to continue improving their skills in:
- Techniques for effective classroom management.
- Strategies to provide a better understanding of the content.
- Appropriate use of technology resources.
41. OUR STUDENTS
Based on the experiences and data collected from this study, our opinion regarding the student factor is that:
A.90% of Dominican students are highly interested and motivated to learn English, the remaining 10% feel unmotivated because failed attempts at learning in school.
42. OUR STUDENTS
Regarding the attitude that students have on learning the English language, the data are similar:
A. 85% of students have a positive attitude, the other 15% have an indifferent or rejecting attitude toward learning English.
B. Regarding how important students think the language is, in terms of its usefulness, 95% of the students believe that learning English is very important, and that it is a highly transferable academic competence.
43. 5- The System Policies and the School Context
1.Support from the system (Ideology, Policy & Planning).
2.Materials and resources.
3.Class size.
4.Technical support
44.
45. C.R.E.A.T.E
•Collaboration.
•Relevance.
•Evidence.
•Alignment.
•Transparency.
•Empowerment.
TESOL’s Principles-based approach to influencing and enhancing successful and effective ELT practices and policies in the Dominican School System
Teachers as transformative intellectuals, not only as passive technicians or reflective practitioners. B . K U M A R AVA D I V E L U
46. Conclusions:
1. Teachers need more focused continuing education programs in order to raise their level of language proficiency and pedagogical skills.
2. The review of our national English curriculum must be done through a process of national consensus and consultation.
3. The Ministry of Education English department must create a system of support and follow-up to the development and performance of the English program at a regional and district level.
4. The Ministry of Education must make new policies to Language Learning and Teaching in the Dominican Republic and live up to them. The biggest challenge is inconsistency and discontinuity.