Oral presentation ELP
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The document discusses the European Language Portfolio (ELP), which consists of three main sections - the Passport, Language Biography, and Dossier. The ELP aims to record students' learning history, increase learner autonomy, and use both summative and formative assessment. It is based on the Common European Framework of Reference and encourages learners to be aware of their language skills and progress throughout the learning process.
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Zealand.
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Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument for the Text of
English as a Foreign Language
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
Youmans • Chicano-Anglo Conversations: Truth, Honesty, and Politeness
Birch • English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters: Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific Purposes
Kumaravadivelu • Understanding Language Teaching: From Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
.
Advancing English Language Teaching through TESOL Standards
1. TESOL International Association is a large professional organization representing over 12,000 members from 156 countries working to advance the quality of English language teaching.
2. The presentation discussed several sets of standards developed by TESOL for different contexts, including standards for PreK-12 English language learners, technology standards, teacher education program standards, and standards for teaching English to adults.
3. Key aspects of the standards for teaching English to adults were outlined, including domains for practice, knowledge, abilities, and dispositions. Standards addressed topics like planning instruction, classroom management, assessing learners, and teacher commitment and professionalism.
Developing a curriculum from scratch
Abdullah Gül Üniversitesi is a brand new, English-medium university in Turkey. Each student is provided with a computer and most of the teaching and learning is expected to make use of online as well as other, more traditional, resources. Faculty teaching began in October 2014, but prior to entering the undergraduate programme, students are expected to display a particular level of English language knowledge – either through an exemption test or by passing out of the university’s preparatory English programme. The School of Foreign Languages has been delivering this programme since September 2013 and has adopted the rather unusual approach of delivering the four main skills areas (Reading, Writing, Speaking and Listening) in four separate courses. In this presentation, I explored some of the challenges and issues which have arisen from trying to also teach English for Academic Purposes as another separate course within this environment – such as: establishing a unique identity for the subject; whether the skills can or should be separated in this way; and, the metamorphosis of EAP into a completely different, student-driven approach for learning study skills and strategies.
31GEP3_GA3_Common European Framework
The Common European Framework of Reference for Languages (CEFR) provides common standards for teaching, learning, and assessing foreign languages across Europe. Published in 2001 by the Council of Europe, the CEFR describes foreign language proficiency at six levels from A1 to C2. It helps teachers set goals, select materials, and evaluate progress. Teachers can use the CEFR's detailed descriptions of language skills and example "can do" statements to guide instruction and help students self-assess. The CEFR also encourages students to reflect on their learning through language portfolios and take ownership of their progress toward communication goals.
Effective lesson=effective teacher november 4, 2014 teachers
This document outlines an agenda for a professional development session on using the Sheltered Instruction Observation Protocol (SIOP) model to plan effective lessons for English learners. The session objectives are to examine the SIOP components and discuss how language objectives can develop English proficiency. Participants are divided into groups to participate in vocabulary matching and self-assessment activities related to the SIOP model. The document also provides an example lesson using Chamorro language to help participants experience being language learners.
Bridging the Gap with E Portfolios
Presentation from the 2017 Faculty Summer Institute at the University of Illinois at Urbana-Champaign
NLC-Action-Plan-1.pptx
The document provides information and guidelines for conducting a National Learning Camp (NLC). It outlines 10 questions addressing learner placement, camp objectives, and duration. It also includes a sample action plan for implementing the NLC with key tasks, timelines, activities, resources, and expected outputs. The plan covers preparatory work, learner assessment and placement, curriculum planning, resource preparation, implementation and monitoring, stakeholder engagement, teacher training, evaluation and reflection, and other enrichment activities. The overall goal is to provide additional support to learners and improve learning outcomes through a balanced camp experience according to the guidelines.
Good Practices Catalogue
To wrap up the collection of CLIL curricula, lessons and resources created during the two years of Hands On CLIL implementation by the partners’ schools, emerges the Good Practices Catalogue. It aims to clarify methodologies and approaches to be followed by teachers intending to implement CLIL methodology in their teaching practice, providing not only resources that have been previously implemented (and can be freely used) but also offer a step-by-step guide - the CLIL Tool Kit - with classroom principles, lesson framework, tips for designing a CLIL lesson and CLIL assessment & evaluation tools, within the Hands On CLIL project framework for Primary Education.
Faculty e-portfolio
The document discusses faculty eportfolios, which are collections of evidence used to document a teacher's classroom practice. It outlines the objectives and content, including defining eportfolios, describing the two types (teaching and course portfolios), the five stages of development, and components. A faculty eportfolio is a reflective tool that allows for formative and summative evaluation. It can include course design, teaching strategies, materials, and efforts to improve. The features highlighted are non-linearity, direct evidence, interactivity, integrated media, portability, and power. Examples of faculty eportfolios are provided.
E portfolios to assess and develop professional competency in speech patholgy
This document discusses the use of ePortfolios to assess competency development in speech pathology students at Edith Cowan University. It provides an overview of what ePortfolios are, why ECU is adopting them for its speech pathology program, and how students will create and be supported in building their ePortfolios. Key reasons for using ePortfolios include facilitating deeper reflection, making it easier to link evidence of competencies, and allowing students to demonstrate their competency development and readiness to practice. The implementation has faced some challenges with the platform and template complexity, but students recognize the value as they progress through the program.
E- LEARNING
E-learning involves teaching and learning done mainly at a distance via personal computers and the internet. It can be delivered through a learning platform or virtual learning environment (VLE) that allows tutors to track student activities and provides tools for assessment. There are advantages to VLEs like allowing tutors to monitor student logins and activities. Designing an online course requires considering delivery methods, content, student needs, tasks and materials, assessment, and teacher support. It is important to involve students and ensure they have the needed computer skills and expectations when developing an online learning environment.
Similar to Oral presentation ELP (20)
DEVELOPMENT-OF-CURRICULUM-PAGE-OF-ENGLISH-LANGUAGE-ARTS1.pptx
DEVELOPMENT-OF-CURRICULUM-PAGE-OF-ENGLISH-LANGUAGE-ARTS1.pptx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Advancing English Language Teaching through TESOL Standards
Advancing English Language Teaching through TESOL Standards
Effective lesson=effective teacher november 4, 2014 teachers
Effective lesson=effective teacher november 4, 2014 teachers
E portfolios to assess and develop professional competency in speech patholgy
E portfolios to assess and develop professional competency in speech patholgy
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Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
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• For a full set of 760+ questions. Go to
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原版制作贝德福特大学毕业证（bedfordhire毕业证）硕士文凭原版一模一样
原版一模一样【微信：741003700 】【贝德福特大学毕业证（bedfordhire毕业证）硕士文凭】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
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6:个人职称评审加20分
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Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
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This presentation was uploaded with the author’s consent.
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This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
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Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
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Oral presentation ELP
- 1. EUROPEAN LANGUAGE PORTFOLIO COMPETENCES,RESOURCES AND STRATEGIES FOR LEARNNG
- 2. TABLE OF CONTENTS 1.WHAT IS ELP 2.WHAT IT CONSISTS OF 3.ELP’S AIMS 4.ELP’S APPROACHES 5.ELP’S PHILOSOPHY 6.WEBGRAPHY
- 3. 1. WHAT IS ELP -A guide which provides information for learners and their experiences throughout the learning process and encourages it. -it is based on CEFR
- 4. • skills • levels Passport • Facilitates the learner’s involvement • Encourages the learner’s awareness of his level Language Biography • Offers materials and documents from the Passport or The Language Biography Dossier 2. What ELP consists of
- 5. 3. ELP’s aims - recording student’s learning history -increases learner’s autonomy
- 6. 4. ELP’s approaches -summative assessment -formative assessment
- 7. 5. ELP’s philosophy -language skills and behaviour
- 8. 6. References http://www.coe.int/t/dg4/education/elp/Default_en.asp http://lostinenglish.pbworks.com/w/page/39772628/EUROPEAN%20LANGUAGE%2 0PORTFOLIO Don’t forget to access my Bookmark and my blog: https://delicious.com/raileanu http://easyfunquicklearning.blogspot.com.es/ for any further doubts and questions about the topic don’t hesitate to contact me trough my e-mail. raileanucristinaiuliana@gmail.com Thank you for watching !