When teaching students from different cultural backgrounds, it is important to consider whether activities respect the students' customs, beliefs and native languages. Teachers should avoid stereotypes and ask whether activities recognize cultural differences in areas like participation, gender roles, and connection between language and ways of thinking. Activities should draw upon students' diverse cultural experiences.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
gender and language chapter 3 discourse definitions gendered discourse cofp
GEE
discourse
basic leveL discourse
linguistic discourse
sociolinguistic discourse
social and cultural discourse
definition of discourse
characteristics of discourse in language and gender
supporting discourse
competing discourse
relation
analysing
FPDA
FCDA
gendered discourse
gendered identity
feminist linguistics
community of practice
Task 11 : Factors Affecting LLS used by L2 LearnersFatin Ameerah
These slides are created for the purpose of education only. It is for Language Learner Strategies course's assignment assigned by Prof Dr Mohamed Amin bin Embi.
gender and language chapter 3 discourse definitions gendered discourse cofp
GEE
discourse
basic leveL discourse
linguistic discourse
sociolinguistic discourse
social and cultural discourse
definition of discourse
characteristics of discourse in language and gender
supporting discourse
competing discourse
relation
analysing
FPDA
FCDA
gendered discourse
gendered identity
feminist linguistics
community of practice
Task 11 : Factors Affecting LLS used by L2 LearnersFatin Ameerah
These slides are created for the purpose of education only. It is for Language Learner Strategies course's assignment assigned by Prof Dr Mohamed Amin bin Embi.
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
This presentation was offered for the National Resource for ParaEducators Conference April 2015 by Katie Olson. Katie is the Program Chair for Paraprofessional Education at Alaska Christian College in Soldotna. In this workshop we take a look at indigenous people, their representation in the field of education, research that supports the value of recruiting indigenous people as ParaEducators and reflection of key factors that supports the success of indigenous students in the classroom.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Intercultural competence in the classroom
1. When teaching outside
your own cultural
sphere
(H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)
S
2. Ask yourself…
S Does the activity value the customs
and belief systems that are presumed
to be part of the culture(s) of the
students?
3. Ask yourself…
S Does the activity refrain from any
demeaning stereotypes of any
culture, including the culture(s) of your
students?
4. Ask yourself…
S Does the activity refrain from any
possible devaluing of the students’
native language(s)?
5. Ask yourself…
S Does the activity recognise varying
degrees of willingness of students to
participate openly due to factors of
collectivism/individualism and power
distance?
6. Ask yourself…
S If the activity requires students to go
beyond the comfort zone of strictly
codified rules held to in their culture,
does it do so empathetically and
tactfully?
7. Ask yourself…
S Is the activity sensitive to the perceived
roles of male and females in the
culture(s) of the students?
8. Ask yourself…
S Does the activity sufficiently connect
specific language features (e.g.
grammatical
categories, lexicon, discourse) to
cultural ways of thinking, feeling and
acting?
9. Ask yourself…
S Does the activity explicitly investigate
specific language features (e.g.
grammatical
categories, lexicon, discourse) to
cultural ways of thinking, feeling and
acting of the target culture?
10. Ask yourself…
S Does the activity in some way draw on
the potentially rich background
experiences of the students, including
their own experiences in other
cultures?
(H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)