This document discusses using scaffolding techniques to increase classroom interactions and student participation in mixed gender Arabic classrooms. It outlines the challenges of integrating female voices and creating an encouraging environment for full student participation. The purpose is to facilitate language production and motivate increased participation. Scaffolding allows for practice, feedback, and peer interactions beyond simple texts. Examples of scaffolding discussed include highlighting vocabulary, providing phrase lists, using graphics, and techniques like call/response, group work, and rubrics. Theoretical support comes from Vygotsky's socio-cultural theory and action research.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This presentation outlines the process used with secondary school junior English students in an online collaborative creative writing task using Moodle.
A brief overview of conceptions of language, language teaching methods, and language teachers from the perspective of Kumaravadivelu's "Post-Method Condition."
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This presentation outlines the process used with secondary school junior English students in an online collaborative creative writing task using Moodle.
A brief overview of conceptions of language, language teaching methods, and language teachers from the perspective of Kumaravadivelu's "Post-Method Condition."
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
The Role of the Communication Oriented Approach in Teaching EFLYogeshIJTSRD
The aim of the article is to describe the significance of Communication oriented approach in the teaching process of English as a foreign language EFL and review the ways of using this method to improve students’ communicative competence and skills. The article focuses on the relevance of this approach as at present the communicative approach is popular in teaching foreign languages. The promotion of basics of communicative methodology is an urgent need for teaching practice, because it is the communicative methodology that is adequate to such a goal as teaching communication, and the communicative direction has been enriched with new research, that should become the property of the teachers. Also, the paper discusses current studies and ideas related to Communication oriented approach in order to provide a more vivid understanding of its implementation in EFL contexts. The author notes that Communication oriented approach will help to develop students’ progress in multiple skills at the same time. Also, the author puts forward the assumption that lessons based on the communication oriented approach can help to quickly master the skills of communication in the EFL compared to traditional lessons. Eshniyazova Tamara Matenovna "The Role of the Communication- Oriented Approach in Teaching EFL" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39828.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/39828/the-role-of-the-communication-oriented-approach-in-teaching-efl/eshniyazova-tamara-matenovna
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
1. Increasing Classroom Interactions
and Student Participation in the
Mixed Gender Arabic Classroom
Through Use of Scaffolding
MATE 33RD Annual Conference
Presenters: Fatin Abdal-Sabur
Birzeit University
Nicholas R. Taggart
Dhofar University
2. Outline of Contents
The challenge
Purpose
Background
Rationale
Theoretical underpinnings
Scaffolding
3. The Challenge
• Integrating female voices into the mixed
gender ESL/EFL classroom in Arabic cultures.
• Creating a classroom environment which
fosters and encourages students to participate
fully in all aspects of classroom activities.
4. Purpose
• To facilitate students’ language production
• To motivate and encourage students to
participate openly and with higher degrees of
frequency
5. Rationale for Using Scaffolding
• Allows for students to be better able to
practice target language
• Allows for interchange between two or more
interlocutors, i.e. goes beyond simple text and
student learning
• Allows for feedback and error correction from
instructor and peers.
• Current techniques and methodologies rely
upon open and free inter-student interactions
6. Theoretical Linkages & Underpinnings
• Vygotsky: socio-cultural educational theory (in
Verenikina 2008)
• Action research (as evidenced by presenters
experience)
• Anecdotal corroboration from colleagues
within and outside of field of TESL/TEFL
7. Scaffolding Defined
• For the purposes of this presentation and
within our experiences, we define scaffolding
as a facilitative process which aids in the
presentation and comprehension of language
leading towards students acquiring the target
language. This process exists on a continuum
of support to and involvement of the student
ranging from structured and top down
(teacher centered) to open ended (teacher as
a resource)
8. Examples of Scaffolding
• Key and/or new words highlighted in bold or
italics in the text with (or without) marginal
gloss.
• List of common and/or useful phrases
• Using graphics in directions for lower level
proficiency students
9. Scaffolding used in our classes
• Audiolingual
– Call and response
(repeat after me), (fill in the blank)
• Group work/pair work
• Rubrics
• Action Research