English for the Work Place: Giving Students language the Future
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Presentation by Tohmoh Joseph Yong at the ELT conference/Khartoum University and British council/ Sudan/ 1-3 March 2010
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![TITLE : ENGLISH FOR THE WORK PLACE: GIVING STUDENTS LANGUAGE SKILLS FOR THE FUTURE BY TOHMOH JOSEPH YONG ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
English Language Teaching: Introduction
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
Web 2.0
Web 2.0 aims to enhance creativity, information sharing, and collaboration on the World Wide Web through more dynamic and user-generated content. It emphasizes social communication, individual creativity, and allowing users to both read and write content online rather than just download information like earlier versions of the internet. Key differences between Web 1.0 and 2.0 include moving from simply reading content to actively uploading and sharing, and focusing more on social interaction than individual domains.
Why not use ict in sudan
This document discusses using information and communication technologies (ICT) in education in Sudan. It begins with an outline of the session topics, including definitions of technology and important ICT terms. It then discusses why ICT is not widely used in Sudan, providing facts about limited Internet access. The document reviews reasons for using ICT in education, including international standards and examples of successful projects like Hole in the Wall and One Laptop Per Child. It concludes with challenges to teaching English in Sudan like large class sizes and limited instruction time.
Breaking
This document outlines two workshops aimed at building Sudanese teachers' competencies in using information and communication technologies (ICT). [1] The infrastructure for ICT in Sudan has grown rapidly in recent years, but it is still underutilized in education. [2] The first workshop focused on online tools for professional development but was above the teachers' levels and lacked follow-up. [3] The second workshop provided hands-on training for using ICT tools in teaching and professional development and included developing materials for future training.
Blending Web 2.0 tools in the English language classroom
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Sudanese people lifestyle
Sudanese people lifestyle\n About Sudan\n- Sudan is a diverse country that symbolizes how different cultures can blend together in harmony, as described by the author.
- Sudanese food is eaten communally and includes dishes like meat, vegetables and sauces eaten with flatbread. Strong sweet coffee and herbal teas are also popular.
- Popular music has a rich history though some artists have been exiled for political reasons. Traditional instruments include drums, string instruments and lutes.
- Young people represent the majority in Sudan and enjoy activities like sports, reading, television and hanging out with friends in cafes, parks and along the Nile.
Education in sudan
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
Sudanese Costumes
Sudanese clothing varies regionally. The traditional outfit for men is the jalabiya, a loose, ankle-length robe, while women wear the tobe, a long dress. In northern Sudan, both men and women cover most of their bodies due to the hot climate, with women wearing a full-body tobe and headscarf. In western Sudan, men may wear skirts and horns for ceremonies, while southern Sudanese wear shorter lawo cloths that allow for freer movement. Traditional Sudanese wedding outfits include the bride wearing a colorful tobe and the groom a white jalabiya.
Sudan in our eyes
Sudan is described as a place of simple life and love where people believe that smiling is the key to happiness. The country is full of people who are willing to understand others and offer support by saying "I hear you and you are important to me." Sudanese people follow their dreams and never give up on accomplishing their goals, even if success is not easy. The document invites readers to visit Sudan to experience the true beauty found in the smiles of children and people going about their daily lives, and to see the historical places that tell the story of those who built the proud Sudanese nation.
Customs and Traditions 2
Sudanese people are known for their hospitality. They welcome guests with food and drinks, even if they are experiencing hardship themselves. It is considered polite by Sudanese culture to smile and make guests feel comfortable. Community engagement is also important, with neighbors volunteering together on construction projects and providing financial support during times of sadness or celebration. Traditional Sudanese costumes vary by region but include the galabia for men and toab for married women.
Culture in Sudan
Part of the project carried by first year students at the Faculty of Architecture/ University of Khartoum
Customs and Traditions of Sudan
Part of the project carried by first year students at the Faculty of Architecture/ University of Khartoum
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- 3. DEFINE CONTEXT ECONOMIC Space : where Time Cultural social Religions Restricted context : Sudan Sub-region Region World Larger context
- 4. IDENTIFICATION OF WORKPLACES BANKS HOSPITALS AIRPORTS HOTELS OTHERS
- 5. IDENTIFICATION OF WORKPLACE SITUATIONS : INDIVIDUAL WORK PERIODS BANKS Categories of Actions HOSPITALS AIRPORTS HOTELS OTHERS Categories of Actions Categories of Actions Categories of Actions Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS
- 7. NEEDS ANALYSIS PROCEDURE TRIPARTITE APPROACH -Employers and managers -employees and students -Educators and partners Data, collection procedure: -Interviews/Surveys -Observation -Emerging curriculum -Etc. Analysis and synthesis led by educators List of contexts established List of work places established List of situations established
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