This document outlines the agenda for a professional development workshop on English language teaching delivered by the University of New Brunswick English Language Programme. The workshop will cover 7 segments exploring key aspects of language teaching like language proficiency, pronunciation, grammar, writing, and self-assessment. It will discuss principles like creating automaticity and opportunities for students to experiment with the language. The workshop aims to help teachers understand how students progress in their language skills and find resources to support their teaching.
2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
Content Focused Language Instruction 2015Brent Jones
This is the slide set that I used for my presentation at THT 2015 in Kyrgyzstan. Includes overviews of content-based language instruction and CLIL, with examples from our program at CUBE.
The basis of curriculum and syllabus designingAtatin Atiqotul
Curriculum basic and design the syllabus, don't forget to check my blog also pendakiilmu.wordpress.com and my google account Atatin Atiqotul M.F
thank you
Google’s Changes – What Matters and What Doesn’tAffiliate Summit
Come for a high level education of the changes Google has made in the last 12 months. With each one we’ll discuss how to prepare for them and which ones are game changers and which ones are noise.
Experience level: Intermediate
Target audience: Affiliates/Publishers, Merchants/Advertisers, Networks
Niche/vertical: SEO
Wil Reynolds, Founder, SEER Interactive (Twitter @wilreynolds)
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
Content Focused Language Instruction 2015Brent Jones
This is the slide set that I used for my presentation at THT 2015 in Kyrgyzstan. Includes overviews of content-based language instruction and CLIL, with examples from our program at CUBE.
The basis of curriculum and syllabus designingAtatin Atiqotul
Curriculum basic and design the syllabus, don't forget to check my blog also pendakiilmu.wordpress.com and my google account Atatin Atiqotul M.F
thank you
Google’s Changes – What Matters and What Doesn’tAffiliate Summit
Come for a high level education of the changes Google has made in the last 12 months. With each one we’ll discuss how to prepare for them and which ones are game changers and which ones are noise.
Experience level: Intermediate
Target audience: Affiliates/Publishers, Merchants/Advertisers, Networks
Niche/vertical: SEO
Wil Reynolds, Founder, SEER Interactive (Twitter @wilreynolds)
AEI Summer Institute - Creating Language Learnersnbteacher
Atlantic Education International
Summer Institute 2015
Creating Language Learners
by Colleen Meagher-Allen, Geoff North, and Erica Thomas
July 2015
Fredericton, New Brunswick, Canada
Inherent power structures across departments and (mutual) ignorance are barriers to collaboration - and thus barriers to language curriculum renewal and teaching that meets learner needs. Through a narrative account of our own experience, we reflect in this talk on the highly productive inter-knowingness that has emerged and evolved between the English Language Centre and academic departments at Durham University. We relate how professional image management and the development of our own 'plausibility' among academic staff has led to a change in relationship, from 'working for' to 'working with'. Most importantly, we examine how this evolution has benefitted the student language learning experience.
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
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Phyto-Pharmacological Screening, New Strategies for evaluating
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. ELP Background:
ESL expertise … 60+ YEARS
Annual Alumni:
1400 participants/80+ countries
Language Capacity:
12+ languages
Service Capacity:
40+ formats
Delivery Locations:
Flexible
3. Richards and Renanda
Approach:
• “ An approach is dynamic and therefore subject to some
“tinkering” as a result of one’s observation and experience”
• “Research in second language acquisition and pedagogy
almost always yields findings that are subject to
interpretation rather than giving conclusive evidence”
Richards, J., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice.
New York: Cambridge University Press.
4. Segments # 1 and 2
The Art of Beginning and
The Language Learning Process
• Starting your day in an English way
• Coming to a teamed agreement for learning and comportment in the
language learning classroom
• Creating a Commitment Contract
• Creating a language learning space
• What is language proficiency and how
do the students “fit in”?
5.
6. Segment # 3
Exploring Language Proficiency
• What is proficiency?
• Are all language skills
(Reading, writing, listening, speaking) equal?
• How do students progress in each skill?
• What do we see?
• Where can I get help?
7. Common European Framework Reference
Global Scale
Chinese version / Version chinoise : 欧洲语言共同参考框架：学习、教学、评估, Foreign Language Teaching and Research
Press, Beijing, 2008, ISBN : 978-7-5600-8032-1 – www.fltrp.com
English Version / Version anglaise : Common European Framework of Reference for Languages: Learning, Teaching, Assessment -
Cambridge University Press
ISBN : HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt
Proficient
C2
• Can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent
presentations.
C1
• Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns and
connectors
Independent
B2
• Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in his/her
field of specialization
B1
• Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure,
etc..
Basic
A2 • Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar routine matters.
A1 • Can interact in a simple way provided the person talks slowly and
clearly and prepared to help
8. Principles and Objectives:
Automaticity:
• Output
• Learning how to gain control in the language
• Discouraging overanalyzing the language
• Focusing on the correction and not the mistake
What happens when you create opportunities to experiment with the
language?
How do we help the student find his or her voice?
9. Segment # 4
Creating a Sound Workout
What do we see?
Why teach sound?
• Social interaction
• Intelligibility and Comprehensibility
• Culture and Identity
Components:
• Self-Awareness, Focus, Exaggeration, Creative Repetition,
Spelling, Auditory Discernment, Presentation
10. Segment# 5
Live Grammar in Context
What do we see?
Why do we teach grammar?
Components:
• Repetition/Production and focus, practice “in
context”, integration into writing, fostering independence, fun
11. Segment # 6
Exploring the Writing Process
• What do we see?
• Components: “I Can vs. I Can’t”, “Correction is Direction”
(C=D), activating student performance and
involvement, organization, formal language usage
12.
13.
14.
15. Segment #7
Correction and Self-Assessment
• Celebrating Quarters, Mid-points and end of terms
• Encouraging self-awareness assessment to highlight
achievement and choose future directions
18. Professional Organizations:
• TESOL (Teachers of English to Speakers of Other Languages) International Association
• Association for the Advancement of Computing in Education (AACE)
Search Engines for ESL Students:
• http://iteslj.org/Techniques/Lincoln-SearchEngines/
Online writing resources:
• The Owl at Purdue http://owl.english.purdue.edu
• Multimedia Educational Resource for Learning and Online Teaching: MERLOT
http://www.merlot.org/merlot/index.htm
• UsingEnglish.com http://www.usingenglish.com
Vocabulary resources:
• Dictionary.com http://dictionary.reference.com
• Freedictionary.com http://www.freedictionary.com
Listening to podcasts:
• BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/
• CBC (variety of podcasts http://www.cbc.ca/podcasting
• VOAnews (VOA Learning English) http://learningenglish.voanews.com
Articles:
• Reading on the Internet: The Link Between Literacy and Technology: Elizabeth Schmar-Dobler
Reading Online. Republished from Journal of Adolescent and Adult Literacy, International
Reading Association, 2003
• Implementing the Seven Principles: Technology as Lever (Chickering, Ehrmann)
