Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2. • Approaches to Language Testing
There has always been a close relationship
between testing and teaching. A look at
the state of the art in language testing
reveals that different testing methods have
been developed in accordance with various
teaching methods. The history of language
testing shows that it is almost impossible
to work in the field of testing without
being constantly concerned with teaching.
3. • Spolsky (1978) maintains:
It is useful, though an overgeneralization,
to divide language testing into three
major trends which I will call the
prescientific, the psychometric
structuralist, and the integrative
sociolinguistic. The trends follow in order
but overlap in time and approach. The
third picks up many elements of the first,
and the second and the third coexist and
compete
4. Madsen (1983) classifies the testing history
into three stages of intuitive, scientific, and
communicative. Heaton (1990) is the other
scholar who classifies the testing history into
four main eras. They are the essay
translation, the structuralist, the integrative,
and the communicative approaches. Farhady
(1980) also divides the history into four
periods of translation, discrete point,
integrative, and functional.
5. The Essay- Translation Approach
• This is commonly referred to as the
pre-scientific stage of language
testing.
• No special skills or expertise in
testing is required.
• Test usually consist of essay writing,
translation and grammatical analysis.
6. • Public examinations resulting from
the test using this approach
sometimes have an oral component
at the upper intermediate and
advance levels.
7. Strengths
• This approach is easy to follow
because teachers will simply use
their subjective judgement
• It may be used for testing any level of
examinees.
• The model of tester can easily be
modified based on the essentials of
the test.
9. The Structuralism Approach
• The structural approach to
English views the language as
being divided into several
components; these components
interact with each other and form
the rules of language.
10. • The structural approach involves
structural linguistics which stresses
the importance of constructive
analysis and the need to identify and
measure the learners’ mastery of the
separate elements of the target
language.
11. • Grammar translation is another
structuralist method of teaching
English language.
• Structualism in the classroom relies
heavily on repetition and trial-and –
error.
• Teaching in this manner is often
tedious.
12. The Integrative Approach
• This involves the testing of language
in context and is thus concerned
primarily with meaning and total
communicative effect of discourse.
• This approach stated that
communicative competence is so
global that requires the integration
of all linguistic abilities.
13. • According to Oller (1983), if
discrete items take language skill
apart, integrative test put it back
together.
14. The Communicative Approach
• Communicative language testing is
intended to provide the teacher with
information about the learners’ ability to
perform in the target language in a
certain context- specific task.
15. The principles of testing in the
communicative language testing can
be describe as the following (Anon,
1990):
• Task in the test should be resemble
as far as possible to the ones as
would be found in real life in terms
of communicative use of language
16. • There is a call for test items
contextualization
• There is a need to make test
items that address a definite
audience for a purposeful
communicative intent to be
envisioned
17. • Test instructions and scoring plans
should touch on effective,
communication of meaning rather
than on grammatical accuracy.
18. Requirements of Communicative Testing
• Brown (2005) identifies five
requirements that make up what is to be
called a communicative test.
1. Meaningful communication
2. Authentic situation
3. Unpredictable language input
4. Creative language output
5. Integrated language skills
19. The Performance Approach
• Performance- based assessment believes
that the students will learn best when
they are given a chance to perform and
show what they know according to their
own plan, collect data, infer pattern,
draw conclusion, take a stand or deliver
presentation.
20. • According to Brown (2004), in
developing performance-based
assessment, should consider the
following principle:
state the overall goal of the
performance
specify the objectives of the
performance in details
21. prepare the student in stepwise
progressions
use a reliable evaluation form,
checklist or rating sheet
treat performances as opportunities
for giving feedback and provide that
feedback systematically
23. References:
• Corpuz, B. & Salandanan, G., (n.d.), Principles
Of Teaching 2, Lorimar Publishing, Q.C..
• Angeles, M. (2013, January 25). Language
Testing: Approaches and Techniques.
• Mantra, I. (2013, October 13). Communicative
Language Testing.
• Rhalmi, M. (2012, June 12). Language Testing.
• http://shodhganga.inflibnet.ac.in/bitstream/1
0603/144425/11/10_chapter%20ii.pdf
