1. The document summarizes a passage that discusses the dilemma faced by governments who want to improve welfare but find policies incur environmental risks for current and future generations, raising questions of intergenerational justice and relations.
2. It then provides an outline of the passage in point form and a 150-word summary that discusses issues like pollution, depletion of resources, long-term debts, and the need to consider effects of current policies on future generations.
3. The summary discusses the author's perspective on the linguistic conflict faced by post-colonial communities between English and indigenous languages, and different approaches like rejecting one language, appropriating elements of the second language, or finding new discourses through creative tension between languages
Technology integration in English Language TeachingHalil Kayaduman
This document discusses technology integration in English language teaching. It defines transparent technologies as those commonly used like pens and boards, and emerging technologies as newer digital tools. The benefits of technology in education include improved effectiveness, efficiency, costs and pace of learning. It also enhances teacher performance and student motivation, engagement, higher-order thinking skills and collaboration. The document introduces Web 2.0 technologies like wikis that allow collaborative knowledge construction and reflection. It provides an overview of the Wikispaces Classroom platform for online collaborative writing and its benefits for teaching and learning.
Analysing language and anticipating problemsJo Gakonga
The document discusses analyzing language to anticipate and address problems students may have. It explains that problems can arise due to complex meanings, differences from a student's native language, multiple meanings in English, grammatical rules, parts of speech, regularity, spelling, pronunciation, and context of use. The author advocates presenting language clearly in context, giving simple explanations, checking meaning systematically, and doing research. An example analyzes the form, meaning, and pronunciation of "I wish I had more time" to anticipate student difficulties. Suggestions are provided for how to analyze language and resources to consult.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
TPCK: Use of ICT to teach/improve competence in listening to Englishpaula hodgson
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
This document discusses key aspects of words and vocabulary in linguistic study, including:
1. It defines words and phrases, with words being minimum free forms and phrases consisting of two or more lesser free forms.
2. It examines the three aspects of words: their form, meaning, and distribution. Meanings can vary across cultures and contexts.
3. It discusses ease and difficulty in acquiring vocabulary based on similarities and differences to one's native language in form, meaning, and distribution. Cognates are easier while deceptive cognates and words with different meanings are more difficult.
The document discusses punctuation marks and their proper usage in writing. It covers periods, question marks, exclamation points, commas, semicolons, colons, dashes, hyphens, quotation marks, parentheses, underscores, and apostrophes. For each punctuation mark, it provides objectives and guidelines for using them correctly with examples. The purpose is to help readers interpret ideas and inquiries precisely and to develop strong mechanics of writing.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
Technology integration in English Language TeachingHalil Kayaduman
This document discusses technology integration in English language teaching. It defines transparent technologies as those commonly used like pens and boards, and emerging technologies as newer digital tools. The benefits of technology in education include improved effectiveness, efficiency, costs and pace of learning. It also enhances teacher performance and student motivation, engagement, higher-order thinking skills and collaboration. The document introduces Web 2.0 technologies like wikis that allow collaborative knowledge construction and reflection. It provides an overview of the Wikispaces Classroom platform for online collaborative writing and its benefits for teaching and learning.
Analysing language and anticipating problemsJo Gakonga
The document discusses analyzing language to anticipate and address problems students may have. It explains that problems can arise due to complex meanings, differences from a student's native language, multiple meanings in English, grammatical rules, parts of speech, regularity, spelling, pronunciation, and context of use. The author advocates presenting language clearly in context, giving simple explanations, checking meaning systematically, and doing research. An example analyzes the form, meaning, and pronunciation of "I wish I had more time" to anticipate student difficulties. Suggestions are provided for how to analyze language and resources to consult.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
TPCK: Use of ICT to teach/improve competence in listening to Englishpaula hodgson
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
This document discusses key aspects of words and vocabulary in linguistic study, including:
1. It defines words and phrases, with words being minimum free forms and phrases consisting of two or more lesser free forms.
2. It examines the three aspects of words: their form, meaning, and distribution. Meanings can vary across cultures and contexts.
3. It discusses ease and difficulty in acquiring vocabulary based on similarities and differences to one's native language in form, meaning, and distribution. Cognates are easier while deceptive cognates and words with different meanings are more difficult.
The document discusses punctuation marks and their proper usage in writing. It covers periods, question marks, exclamation points, commas, semicolons, colons, dashes, hyphens, quotation marks, parentheses, underscores, and apostrophes. For each punctuation mark, it provides objectives and guidelines for using them correctly with examples. The purpose is to help readers interpret ideas and inquiries precisely and to develop strong mechanics of writing.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
This slides explain the kinds of word-formation processes in English Morphology. This also a PPT version of a pdf-slideshare "A Concise Companion of Word-formation". Check its pdf for detail discussions.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
This document provides strategies for improving spelling skills. It discusses developing awareness of letter-sound relationships, dividing words into syllables and smaller parts, identifying prefixes and suffixes, looking for letter patterns, highlighting problem parts like silent letters, understanding word meanings, and distinguishing between confusing words that sound similar but have different meanings. The document was prepared by trainees of Baabtra as part of a mentoring program and is not an official Baabtra document. It encourages visiting Baabtra's Facebook page and websites for more information.
Morphology is the study of word structure and formation. It involves breaking words down into smaller meaningful units called morphemes. Brown studied the acquisition of 14 English grammatical morphemes in children and found they were acquired gradually over time in a generally consistent order. The first morphemes acquired were prepositions and plurals, while the last were contractible auxiliary verbs. Children's early overregularization errors with morphology like adding "-s" to irregular nouns provide evidence that they are productively applying rules of word formation, not just imitating adult speech.
Use of ICT for teaching skills in English writing paula hodgson
The document discusses using information and communication technologies (ICTs) to develop English writing skills. It outlines intended learning outcomes related to designing writing tasks and using technology. It also covers various approaches to writing, formats for academic writing, and tools for writing through technologies like blogs, wikis, and online resources. The individual assignment involves online discussion of using ICTs to improve second language skills through forums, posts, and oral discussion.
Error analysis is an important approach in language teaching that focuses on analyzing learner errors. There are several key steps, including collecting oral and written data from learners, classifying errors based on linguistic categories and surface strategies, and identifying interlingual or developmental errors. Non-contrastive analysis further examines the source of errors between the first and target languages. Teachers can then provide error correction through explicit feedback, recasts, clarification requests and other techniques to help learners develop their interlanguage system. Analyzing errors provides insights into learner development and guides remedial lessons.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Computer Assisted Language Learning
an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
Around since the 1960s
One arm of Applied Linguistics
Has been gaining in popularity in the past 10
years.
This slide explains Inflectional morphology which is the study of the processes (such as affixation and vowel change) that distinguish the forms of words in certain grammatical categories.
If you like this slide, please become my patron in my Patreon account :
www.patreon.com/bayujakamagistra
Thank You Very Much
This document discusses the use of technology in the classroom. It begins by quoting skepticism about new technologies from the past and advocating for teaching skills for the future. There are many ways described to use the internet in the classroom, including videos, research, dictionaries, blogs, social media, online classes and email pen pals. Favorite non-web technologies mentioned are computers, projectors, speakers and PowerPoint. The advantages of projectors and speakers are their interactive and engaging nature. Video technologies are praised for allowing rewinding and pausing for comprehension. Social media statistics are presented. Students' own technologies like phones can be utilized. The top ten best web tools listed include YouTube, websites for materials, blogs, listening labs,
The document discusses various aspects of teaching grammar to young learners, including:
1. Grammar is the structure and meaning system of language and should be taught through meaningful and engaging activities.
2. There are different definitions of grammar that teachers may have in mind.
3. Young learners can learn grammar best through games, activities, and meaningful interaction rather than explicit instruction in rules.
4. Learners build their internal grammar over time through hypothesis testing and interaction in the language.
English Seminar - Total Physical Response (TPR)Shelly Bishop
The aim of this presentation was to teach first-year primary education majors the benefits of TPR in a bilingual classroom setting. Students were asked to create TPR style activities in response to the scenarios.
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
This document provides guidance on effectively paraphrasing text. It discusses three main methods for paraphrasing: using different vocabulary while maintaining the same meaning, changing the order of words, and altering grammar. Specific examples are given to illustrate each technique. Mastering paraphrasing is important for English language exams like TOEFL and IELTS as it demonstrates comprehensive understanding. Regular practice of combining the various paraphrasing methods is recommended to improve skills.
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
This document analyzes errors in tense usage made by Indonesian students learning English. The study identified errors of omission, selection, and addition in verb forms, time signals, and auxiliary verbs. Sources of errors included interference from the first language and incomplete understanding of English rules. Causes were overgeneralization, ignoring restrictions, and incorrect hypotheses. The analysis can help teachers identify errors and improve instruction to minimize interference and other issues.
Edward Said argues that literary criticism has become too focused on "textuality" and isolated from real world contexts and events. He believes criticism should be "secular" by acknowledging social and historical influences on texts. Said critiques how literary theory accepts "noninterference" and considers texts disconnected from specific times and places. Quoting Raymond Williams, Said says criticism belongs in potential spaces of alternative views within society, acting for human freedom against domination. The document outlines exam questions on these topics and the role of the critic.
This document provides 1000 single-choice questions in English for high school students. It begins with sample questions in formats like fill-in-the-blank and sentence completion. The questions cover a range of English grammar topics like parts of speech, sentence structure, vocabulary in context. Each question is followed by 4 multiple choice answers. The document is 64 pages long and provides questions, answers and explanations to help students practice and test their English skills.
This slides explain the kinds of word-formation processes in English Morphology. This also a PPT version of a pdf-slideshare "A Concise Companion of Word-formation". Check its pdf for detail discussions.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
This document provides strategies for improving spelling skills. It discusses developing awareness of letter-sound relationships, dividing words into syllables and smaller parts, identifying prefixes and suffixes, looking for letter patterns, highlighting problem parts like silent letters, understanding word meanings, and distinguishing between confusing words that sound similar but have different meanings. The document was prepared by trainees of Baabtra as part of a mentoring program and is not an official Baabtra document. It encourages visiting Baabtra's Facebook page and websites for more information.
Morphology is the study of word structure and formation. It involves breaking words down into smaller meaningful units called morphemes. Brown studied the acquisition of 14 English grammatical morphemes in children and found they were acquired gradually over time in a generally consistent order. The first morphemes acquired were prepositions and plurals, while the last were contractible auxiliary verbs. Children's early overregularization errors with morphology like adding "-s" to irregular nouns provide evidence that they are productively applying rules of word formation, not just imitating adult speech.
Use of ICT for teaching skills in English writing paula hodgson
The document discusses using information and communication technologies (ICTs) to develop English writing skills. It outlines intended learning outcomes related to designing writing tasks and using technology. It also covers various approaches to writing, formats for academic writing, and tools for writing through technologies like blogs, wikis, and online resources. The individual assignment involves online discussion of using ICTs to improve second language skills through forums, posts, and oral discussion.
Error analysis is an important approach in language teaching that focuses on analyzing learner errors. There are several key steps, including collecting oral and written data from learners, classifying errors based on linguistic categories and surface strategies, and identifying interlingual or developmental errors. Non-contrastive analysis further examines the source of errors between the first and target languages. Teachers can then provide error correction through explicit feedback, recasts, clarification requests and other techniques to help learners develop their interlanguage system. Analyzing errors provides insights into learner development and guides remedial lessons.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Computer Assisted Language Learning
an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
Around since the 1960s
One arm of Applied Linguistics
Has been gaining in popularity in the past 10
years.
This slide explains Inflectional morphology which is the study of the processes (such as affixation and vowel change) that distinguish the forms of words in certain grammatical categories.
If you like this slide, please become my patron in my Patreon account :
www.patreon.com/bayujakamagistra
Thank You Very Much
This document discusses the use of technology in the classroom. It begins by quoting skepticism about new technologies from the past and advocating for teaching skills for the future. There are many ways described to use the internet in the classroom, including videos, research, dictionaries, blogs, social media, online classes and email pen pals. Favorite non-web technologies mentioned are computers, projectors, speakers and PowerPoint. The advantages of projectors and speakers are their interactive and engaging nature. Video technologies are praised for allowing rewinding and pausing for comprehension. Social media statistics are presented. Students' own technologies like phones can be utilized. The top ten best web tools listed include YouTube, websites for materials, blogs, listening labs,
The document discusses various aspects of teaching grammar to young learners, including:
1. Grammar is the structure and meaning system of language and should be taught through meaningful and engaging activities.
2. There are different definitions of grammar that teachers may have in mind.
3. Young learners can learn grammar best through games, activities, and meaningful interaction rather than explicit instruction in rules.
4. Learners build their internal grammar over time through hypothesis testing and interaction in the language.
English Seminar - Total Physical Response (TPR)Shelly Bishop
The aim of this presentation was to teach first-year primary education majors the benefits of TPR in a bilingual classroom setting. Students were asked to create TPR style activities in response to the scenarios.
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
This document provides guidance on effectively paraphrasing text. It discusses three main methods for paraphrasing: using different vocabulary while maintaining the same meaning, changing the order of words, and altering grammar. Specific examples are given to illustrate each technique. Mastering paraphrasing is important for English language exams like TOEFL and IELTS as it demonstrates comprehensive understanding. Regular practice of combining the various paraphrasing methods is recommended to improve skills.
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
This document analyzes errors in tense usage made by Indonesian students learning English. The study identified errors of omission, selection, and addition in verb forms, time signals, and auxiliary verbs. Sources of errors included interference from the first language and incomplete understanding of English rules. Causes were overgeneralization, ignoring restrictions, and incorrect hypotheses. The analysis can help teachers identify errors and improve instruction to minimize interference and other issues.
Edward Said argues that literary criticism has become too focused on "textuality" and isolated from real world contexts and events. He believes criticism should be "secular" by acknowledging social and historical influences on texts. Said critiques how literary theory accepts "noninterference" and considers texts disconnected from specific times and places. Quoting Raymond Williams, Said says criticism belongs in potential spaces of alternative views within society, acting for human freedom against domination. The document outlines exam questions on these topics and the role of the critic.
This document provides 1000 single-choice questions in English for high school students. It begins with sample questions in formats like fill-in-the-blank and sentence completion. The questions cover a range of English grammar topics like parts of speech, sentence structure, vocabulary in context. Each question is followed by 4 multiple choice answers. The document is 64 pages long and provides questions, answers and explanations to help students practice and test their English skills.
The document provides answers to frequently asked questions about the BA (Honours) English program at EFL University. It discusses the following key details:
- Last year's entrance exam had a maximum of 90 marks and minimum of 65.5 marks to get in. It included an additional essay worth around 20 marks.
- The course structure is being revamped but previously had four papers each semester from English Language Education, Linguistics, and Literature, along with a Foreign Language requirement for the first four semesters.
- Students have classes from 9am-1pm and 3-5pm three days a week, with evening classes for foreign languages. The workload is described as light, allowing time for other
The document is an admission test for an MPhil program in Linguistics and Phonetics. It contains instructions for the test, which has six sections (A-F). Section C contains compulsory short answer questions to be answered directly on the paper. The other sections require longer answers to be written in a separate answer booklet. Sections A, B, D, E, and F each contain multiple choice questions to be answered, choosing no more than two from each section.
This document provides a guide for new students at EFLU with information about facilities, shops, and services near the university campus. It includes tips on getting hostel rooms, internet access, mobile networks, transportation options, medical services, banks, grocery stores, movie theaters, and places to buy computer accessories, food, and alcohol. Locations and directions to stores, restaurants, and entertainment venues are given to help new students navigate the area surrounding the EFLU campus.
This document contains an entrance exam for admission to a 5-year integrated Master of Arts program in English. The exam has multiple choice questions and fill-in-the-blank exercises testing knowledge of grammar, vocabulary and a passage on the history and spread of the English language. It discusses how English became a global lingua franca but notes that people still rely on their native tongues for personal communication. The exam also contains a passage on the history of shaving and beards with errors to identify.
2014 semester 1 question analysis for 192.018Martin McMorrow
This document provides guidance on analysing assignment questions and building paragraph frameworks to structure essay responses. It recommends asking three questions about any assignment: what is the topic, focus, and task. Sample questions are analysed by identifying these elements. The document also discusses using a topic as a search term and task words to structure an essay. It encourages dividing an essay into paragraphs that each address part of the assignment, with an introduction and conclusion. Attending workshops and reviewing online resources are suggested for additional help with question analysis and essay planning.
Renewable energy Project Based Learning ProposalJonathan Bennett
This document outlines a project-based learning activity for high school geography students on renewable energy. Students will research different renewable energy sources and make a recommendation for which one their assigned country should focus investment on. They will consider the country's demographics, economy, and current energy production. Students will initially research their country, propose a renewable energy source, and give a final presentation justifying their recommendation. The project addresses common core standards and will involve collaboration, research, and presentation skills.
This summary provides the key details from the document in 3 sentences:
Globalization has led to increased integration and interdependence in the global economy. It allows businesses to grow internationally but also impacts local economies and cultures both positively and negatively. The paragraph then presents the thesis that it will compare and contrast subject-centered and student-centered learning approaches in terms of teachers' focus, student performance and outcomes, and student-teacher relationships depending on class size.
Essay Of Success. What it means to be successful essayMonica Clark
Success Definition Essay | Essay on Success Definition for Students and .... Success essay. Essay On Success In Life. Business paper: Essay of success. Personal Philosophy Of Success Essay : Most Importantly, Don’t Perspire It. Definition Essay Examples About Success - DFINITUS. (DOC) Essay on Success | Tcaci Renata - Academia.edu. Fantastic Success In Life Essay ~ Thatsnotus. Wonderful Success Essay ~ Thatsnotus. ️ An essay about success. Essay on Success. 2019-03-01. 002 Definition Of Success Essay Example Best Soluti Examples Perfect .... Essay on success - reportz725.web.fc2.com. What Actually Success Is Essay Example | Topics and Well Written Essays .... ⭐ Essay on how to achieve success in life. 9 Tips for How to Be .... What it means to be successful essay. What Is Success Essay – Telegraph.
Writing A Compare Contrast Essay. 002 Compare And Contrast Essay Sample Paper...Erica Wambua
The document discusses the process of writing a compare and contrast essay, noting that it requires thorough research into the topics being analyzed, organizing details into a cohesive structure, and using precise language and tone to effectively highlight both the similarities and differences between subjects. The challenges include synthesizing information to draw insightful conclusions while maintaining objectivity, and the essay demands both proficiency in writing as well as a deep understanding of the topics.
This document contains 12 questions related to environmental assessment, hazardous waste, and emergency response. The questions cover topics such as the costs and benefits of nuclear power, fossil fuels, solar power, urban sprawl, cost-benefit analysis, green business initiatives, new urbanism, solid waste management, hazardous waste regulations, air pollution, noise pollution, radioactive waste, and emergency response standards. Respondents are asked to provide answers ranging from 100-500 words addressing multiple sub-topics within each question.
Critical Thinking and Collaborative Problem-Solving for Improving Education P...IEREK Press
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
Utilizing information that is currently in the news, presentation will explore project-based/ problem-based learning by focus on the renewable energy questions, along with the recent coal ash problem facing our communities, which are impactful and relevant to our students and our future. We will investigate this topic through live interactive technology integration, discussion, writing, and hand-on exploration via group collaboration and individual learning.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
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Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
This document outlines a case study that uses the Back to the Future films as a framework to discuss global warming. Students will be divided into two groups to research and debate whether changes should be made to prevent global warming or keep the year 2007 as is. The case study aims to develop students' research, critical thinking, problem solving, and communication skills. It will follow a debate format using activities, readings, films, and guest speakers to guide students in completing performance tasks and arguing their assigned position on addressing or not addressing global warming.
This lesson plan aims to teach students about global warming through class discussions, research, and a final project. Students will form definitions of the greenhouse effect, analyze diagrams and resources on global warming, conduct research on different perspectives in the debate, compare viewpoints in a Venn diagram, take a position and support it with evidence. The lesson relates to national science, geography, health, world history, and language arts standards and is estimated to take 4-5 class periods plus time for a final project.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
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The document summarizes a student's capstone project which involves developing an unmanned aerial drone using 3D printed parts and off-the-shelf electronics to conduct research on radiation contamination levels on the Navajo Reservation in New Mexico. The student has produced a drone from an online instructable and experimented with different 3D printed materials. Further development will involve designing and printing an original drone. The drone will be used to measure radiation from past uranium mining which left over 500 abandoned mines and contaminated homes and water sources, exposing the Navajo population to health risks.
Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
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Ph d entrance test efluniversity.ac.in the english and foreign languages university efl model qu (1)
1. 1
THE ENGLISH AND FOREIGN LANGUAGES UNIVERSITY
HYDERABAD 500 007
ENTRANCE TESTS 2009
PhD (ELE) Model Question Paper
Time: 3 hrs. Total Marks: 100
Note:
1. Where the length of the answer is specified, negative marking will apply for answers
that exceed the stipulated limit.
2. Answers are to be written in the answer book. Remember to indicate the
section and question numbers clearly.
Part I (Suggested time: 45 minutes)
Marks: 20
Section A <10>
Given below are four statements. State the extent to which you agree or disagree with each of
them and justify your stance in not more than100 words per statement.
1. A good teacher is one who can make informed decisions in the classroom.
2. The process approach to teaching writing is better than the product approach.[try this as
an alternative: the process approach to teaching writing, rather than the product
oriented one, is more beneficial to students]
3. A good language learner is one who can memorize answers and reproduce them. .
4. ESP based textbooks are better than EGP based ones in professional colleges.[here again,
try this: text books that have a specific purpose orientation are more useful in
professional colleges than general purpose ones]
Section B <10>
Write short notes on two of the following in about 150 words each.
1. The importance of psychology in ELT.
2. The usefulness of action research for language teachers.
3. Teaching formal letter writing. [this is too simple when you contrast it with the other 3;
think of something like: “group dynamics and the communicative classroom” as an
alternative]
4. Different models of reading.
2. 2
PART II (Suggested time: 45 Minutes) Marks:20
SECTION C
Read the passage below and then attempt the following tasks:
1. Prepare an outline of the passage to indicate the structure. Links between ideas must be
indicated. This can either be a diagrammatic representation or an outline in point form,
using only words/phrases. (5)
2. Based on your outline, write a summary of the passage in not more than 150 words.
(15)
The Passage
Many governments are facing a new dilemma today. They wish to improve the welfare of the
present population, but find that the policies that do so incur severe environmental risks for
contemporary people and more so for posterity. This raises moral questions of relations
between generations. One question is environmental: we produce pollution and radioactive
waste, destroy rare species of plants, and deplete non-renewable natural resources. From an
economic perspective, we distribute resources and economic burdens not only among
contemporary populations but also between present and future generations. The latter can
involve economic actions, which, at least prima facie, do not have any environmental aspect.
For example, when a government takes a very-long-term loan, its action involves future
generations who will have to repay the loan plus interest.
Now, it is widely acknowledged that we do have certain obligations to future generations. We
need to think of them when distributing resources and refrain from actions such as the unsafe
storage of nuclear waste, which could cause them enormous harm. But this is not enough. The
extent of such consideration and the principle for evaluating these present and future
requirements will also have to be kept in mind. This involves distributive justice, dealing with
people who exist in different times and centuries, and therefore is to do with intergenerational
distributive justice.
A comprehensive theory of intergenerational justice, it is argued, can serve as the moral basis
for environmental policies that will bring future generations into its purview, but we need to
understand how this justice differs differ from that which is applicable within a generation and
why it is more than a discussion of environmental ethics in terms of the rights or needs of
animals, plants, rocks etc.
The distribution of access to natural resources in the light of an over-usage of resources is one
important issue. Until recently it was perceived as urgent only in relation to the irreversible
depletion of non-renewable resources, such as gas or oil, or the exhaustion of the stock of fossil
fuels. It has been assumed that future generations could be compensated in terms of
knowledge, technology and science which would enable the development of alternative energy
sources. We may deplete oil, but improve the means of using solar energy. It is now, however,
acknowledged that the debate should also extend to examining the problems of pollution (air,
water, etc.) and even the destruction of aesthetically pleasing landscapes.
3. 3
Thus a theory of justice between generations should consider a range of problems such as soil
pollution, (disposal of industrial waste) contamination of water by chemicals and radioactive
materials, endangering marine life, and the threat to animal species from pesticides, deforestation
and the green house effect.
Another issue to be kept in mind is the problem arising from budgets with huge deficits or long-
term debts and, on the other hand, making savings for the sake of future generations. The
economic aspect of intergenerational relations extends to include consequences of
environmental policies. We are going to leave to future people a world heavily loaded with
nuclear weapons and polluted by toxic gases. In order for these generations to deal with these
problems they will have to invest a large fortune of money and time, - clearly a potential
burden for them.
For many years the environment has been treated by most people as a free commodity. But in
the near future we will not be able to use the environment without incurring economic cost.
The demand for natural resources, clean air and clean water has been increasing, and will
continue to do so On the other hand, the massive and irresponsible use of natural resources
has reduced the amount available for consumption. In the future, people may not be charged
fees for breathing clean air, but in many places they will have to ‘pay’ by breathing polluted air.
The effect on future generations of our current policies has to be considered more seriously.
Part III (Suggested time: 1 hour 30 minutes) Marks: 60
Section D (Marks: 40)
Read the extract given in the Appendix and answer the following questions. Each question
carries 2 marks unless indicated otherwise.
Important: Answer in 2-3 sentences.
1. The extract is from
a) a journal article on ELT.
b) a book on methods of ELT.
c) a book on the position of English today.
Justify your answer.
2. Derek Walcott comes from Africa. True/False?
He hates the English. True/False?
He hates English. True/False?
[6 marks]
3. What is the linguistic conflict faced by Walcott?
4. What is the alternative suggested by Walcott?
4. 4
5. What is the specific ideological belief held by those who reject English and who are true
to the vernacular?
6. What could be the assumptions of those who can employ the alternative suggested by
Walcott?
7. “The intention is not to reject English but to reconstitute it.”
What does the author mean by the term “reconstitute”?
8. The ‘resistance perspective’ on power is one where English is used to include the
perspectives of the non-native user. True/False? Justify your answer.
9. What is the change in education called?
10. Why does the author refer to English as “a Trojan horse”?
11. What is the opinion held by the author regarding Phillipson’s argument on language?
i. He agrees with Phillipson.
ii. He does not agree with Phillipson.
iii. He agrees somewhat with Phillipson.
12. What is Phillipson’s thesis?
13. In what way is Walcott different from Phillipson?
14. The author’s distinction of ‘Centre’ and ‘Periphery’ is different from Kachru’s circles.
True/False? Justify your answer.
15. What is the author’s definition of centre Englishes and periphery Englishes?
16. What information do you glean about the author?
5. 5
17. In your view, what sort of a perspective to ELT analysis does the author have?
[4 marks]
Section E (Marks 20)
Describe briefly the project that you would like to take up for your Ph D Programme on the
following lines (350-500 words). (12)
1a. State whether the primary location or field of your project is with reference to one or more
skills/elements of language/aspects given below:
• Classroom processes
• Individual learning processes/strategies
• Syllabus design-structure
• Materials/evaluation (print, a-v, IT based)
• Individual attributes of learners-teachers(abilities/attitudes-motivation)
1b. State whether the pragmatic purpose of your project is:
• Application of a model/scheme used and found ‘successful’ in some context to a new –local
context
• Application of a theory in a selected situation to see how far the expectations/ predictions are
confirmed
• A detailed description of a phenomenon relevant to language education about which not much is
dependably known
• The development and trialling of some ‘learning resource’(materials , techniques, test,) for
learners /teachers
1c. Based on your answers to 1a and 1b above, put down your
research questions and hypothesis
rationale/justification for the narrowed-down area within the broad area of ELE
nature of data to be collected and the tools needed to do so.
6. 6
2. Identify one other research issue that falls within the same area that you have identified in
your answer to Q. 1 above. Imagine that you haveto take it up as your research project and
describe briefly (8)
• Your research question/hypothesis
• Nature of data to be collected
• Types of tools to be used for the purpose
Note: The purpose of this second task is to allow you to show that you have thought about your
area in a broader frame before narrowing down to the particular problem as stated by you in 1
above. You should, therefore, be able to identify another problem in the same broad area, and
not move to a totally new area as a response to this second question.
Appendix
I who am poisoned with the blood of both,
Where shall I turn, divided to the vein?
I who have cursed
The drunken officer of British rule, how choose
Between this Africa and the English tongue I love?
Betray them both, or give back what they give?
Derek Walcott, A Far Cry from Africa
The conflict Walcott expresses is an everyday experience for millions of people in post-colonial
communities. They find themselves torn between the claims of Western values and their
indigenous cultures, between English and the vernacular. Ironically, however, with the passing of
time, the possibility of choosing one or the other may no longer be open to them: the English
language has become too deeply rooted in their soil, and in their consciousness, to be considered
‘alien’.
In parts of the Third World, what is biologically true for Walcott— that two traditions
mingle in his blood, and flow through his veins – is culturally true for entire populations. Some
have chosen convenient, self-serving resolutions to this conflict, by understating the complex
interconnection between the two linguistic traditions. History is replete with examples of
colonized subjects who have ‘betrayed’ the claims of the vernacular for the advantages of
English, and who now feel they are in some sense outsiders in both Western and local
7. 7
communities. Others, especially in the period since decolonization, have rejected English lock,
stock, and barrel, in order to be faithful to indigenous traditions— a choice which has deprived
many of them of enriching interactions with multicultural communities and traditions through the
English language.
The alternatively suggested by Walcott— to ‘give back what they give’ and respond
favorably to both languages— can take many different forms. Instead of maintaining both
languages separately, one can appropriate the second language, and absorb parts of it into the
vernacular. The creative tension between the languages can also bring forth new discourses, as
Walcott, who has referred to himself as ‘the mulatto of style’, so eloquently exemplifies in his
own writing. The fact that such productive interactions are possible demonstrates that our
consciousness is able to accommodate more than one language or culture, just as our languages
can accommodate alien grammars and discourses. So it would appear that there are ways of
transcending this painful linguistic conflict, and even of turning it to our advantage.
Achieving this transcendence, however, is not easy. It cannot be achieved by desiring a
universal, race-less, culture-free identity. Such an ideal is only possible in our dreams—never in
social reality, where we are fated to occupy one identity or the other, however much we might
wish otherwise. The very fact that we are for ever rooted in the primary community of
socialization is what enables us to negotiate or appropriate other languages (and cultures) more
effectively. Research in language acquisition and cognitive development confirms that a
thorough grounding in one’s first language and culture enhances the ability to acquire other
languages, literacies, and knowledge. The achievement of new identities and discourses none the
less involves a painful process of conflicting ideologies and interests. If we are to appropriate the
language for our purposes, the oppressive history and hegemonic values associated with English
have to be kept very much in mind, and engaged judiciously.
The negative or positive responses to the vernacular and English— leading either to the
‘betrayal’ of one language, or to the ‘giving back’ of both— are largely influenced by underlying
differences in perspectives on power. A decision to reject English in order to be true to the
vernacular (or vice versa) constitutes a specific ideological orientation. The assumptions made
by proponents of this position are that subjects are passive, and lack agency to manage linguistic
and ideological conflicts to their best advantage; languages are seen as monolithic, abstract
structures that come with a homogeneous set of ideologies, and function to spread and sustain the
interests of dominant groups. I will term such a deterministic perspective on power—which has
had considerable influence in linguistics, discourse analysis, social sciences, and education—the
reproduction orientation. The alternative response, of engaging favorably with both languages,
calls for a different set of assumptions, in which subjects have the agency to think critically and
work out ideological alternatives that favor their own empowerment. It recognizes that while
language may have a repressive effect, it also has the liberatory potential of facilitating critical
thinking, and enabling subjects to rise above domination: each language is sufficiently
heterogeneous for marginalized groups to make it serve their own purposes. This is the
8. 8
resistance perspective alluded to in the title of this books. It provides for the possibility that, in
everyday life, the powerless in post-colonial communities may find ways to negotiate, alter, and
oppose political structures, and reconstruct their languages, cultures, and identities to their
advantage. The intention is not to reject English, but to reconstitute it in more inclusive, ethical,
and democratic terms, and so bring about the creative resolutions to their linguistic conflicts
sought by Walcott and others in the periphery.
This book takes the discussion on the post colonial status of English beyond the
stereotypical positions (for or against English; for or against the vernacular) adopted thus far. I
want to reflect on the diverse interests and motivations of individuals while investigating the
strategies they employ, with varying levels of success, in order to negotiate their linguistic
conflicts in community and classroom contexts. I consider these issues as they relate to the
activity of English Language Teaching (ELT). Applied linguistics and ELT have hitherto been
influenced (perhaps unwittingly) by the dichotomizing perspectives referred to above. A
debilitating monolingual/monocultural bias has revealed itself in the insistence on ‘standard’
English as the nom, the refusal to grant an active role to the students’ first language in the
learning and acquisition of English, the marginalization of ‘non-native’ English teachers, and the
insensitive negativity shown by the pedagogies and discourses towards the indigenous cultural
traditions. All such assumptions ignore the creative processes of linguistic mediation,
interaction, and fusion that take place in social life.
To pursue these concerns is to adopt a socially situated orientation to pedagogy, in which
learning is considered as a value-free, pragmatic, egalitarian enterprise, and where the
acquisition of a new language or discourse should not give rise to undue inner conflict among
students. But, in the post-modern world, education has lost its innocence. The realization that
education may involve the propagation of knowledges and ideologies held by dominant social
groups has inspired a critical orientation to pedagogical paradigms. This book is informed by
such a critical orientation to pedagogy and schooling, and explores the ideological and discursive
conflicts experienced by learners of English in post-colonial communities.
Although teaching English worldwide has become a controversial activity, few ELT
professionals have considered the political complexity of their enterprise. Does English offer
Third World countries a resource that will help them in their development, as Western
governments and development agencies would claim? Or is it a Trojan horse, whose effect is to
perpetuate their dependence? In his major study of the politics of ELT, Phillipson (1992)
conducts a scathing attack on English for functioning as a tool for imperialist relations and
values. However, his reproductionist orientation is responsible for some of the limitations as well
as the strengths of his book. There is inadequate sensitivity to the conflicting demands and
desires experienced by Walcott and others like him. The overly global approach to the subject is
not conducive to exploring the day-by-day struggles and negotiations with the language that take
place in Third World communities. More importantly, the subtle forms of resistance to English
9. 9
and the productive processes of appropriation inspired by local needs, are not sufficiently
represented. It is time, therefore, to take the exploration of this subject further.
The framework
This book explores the challenges and possibilities facing ELT in the context of the relationships
between the centre and the periphery. ‘Centre’ refers to the technologically advanced
communities of the West which, at least in part, sustain their material dominance by keeping less
developed communities in periphery status. Significant among the center nations are the
traditionally ‘native English’ communities of North America, Britain, Australia, and New
Zealand, and for the purposes of analyzing ELT in this book I will use ‘center’ in a restricted
sense to refer to these communities (overlooking non-English-speaking center communities such
as France and Germany). Because many less developed communities are former colonies of
Britain, I will use the term ‘periphery’ here for such communities where English is of post-
colonial currency, such as Barbados, India, Malaysia, and Nigeria. Also included under this label
are many communities which formerly belonged to other imperial powers, such as Belgium,
France, or Spain, but have now come under the neo-imperialist thrusts of English-speaking
center communities. They include Indonesia, Mexico, South Korea, Tunisia, and Vietnam. The
latter group of communities, in which English has acquired a somewhat limited and recent
currency, is called the ‘expanding circle’ by Kachru (1986) to distinguish it from the British
colonies listed earlier, which he calls the ‘outer circle’. However, in this book I am using the
label ‘periphery’ to accommodate both sets of communities. Although post-colonial is another
label that can be employed to refer to these communities, I am primarily reserving this term to
describe perspectives generated by periphery communities themselves.
The center/periphery terminology also helps us to represent another distinction crucial for this
book: that of native English communities and non-native communities. Considerable rethinking
is taking place on this linguistic categorization (Y. Kachru 1994, Sridhar 1994). Note that many
speakers in the periphery use English as the first or dominant language; others may use it as a
language that was simultaneously acquired with one or more local languages, and may display
equal or native proficiency in them all. Add to this the argument that many of the periphery
communities have developed their own localized forms of English, and might consider
themselves to be native speakers of these new ‘Englishes’ (Kachru 1986). Since the native/non-
native distinction loses its force in this context, I will stretch the center/periphery terminology to
accommodate the linguistic distinction between the traditionally English-speaking center
communities (which claim ownership over the language) and those periphery communities
which have recently appropriated the language. The variants of these two communities will be
referred to as center Englishes and periphery Englishes, respectively.