PR2-for-title-defense.pptx
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This document discusses three topics related to language and education. The first discusses challenges facing humanities and social science students with public speaking. The second looks at how the "Conyo" language is affecting vocabulary and comprehension among Generation Z students. The third explores factors influencing the college course selection of humanities and social sciences students. For each topic, the document presents the objective, evidence of an issue, and proposed research questions. It aims to understand struggles with public speaking and influences on language development and educational choices.
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George Cheney (Ph.D., Purdue University, 1985) is the John T. Jones Centennial Professor of Communication Studies at the University of Texas at Austin.
Steve May (Ph.D., University of Utah, 1993) is Associate Professor of Communication Studies at the University of North Carolina at Chapel Hill.
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1- Kulesza, J. (January 01, 2014). Due Diligence in Cyberspace. Retrieved from
http://www.igi-global.com/chapter/due-diligence-in-cyberspace/80711
This book sheds light on the international legal issues, which are core to Internet Governance, and advances the idea of developing a global solution to its problems. The book incorporates a wide range of ongoing discussions surrounding the governance of the internet and emphasizes on the issues which are urgent and require special attention from the international community in order to guarantee effective running of the global network that forms the backbone of our information driven society.
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This article addresses ethical challenges facing the global information society from a social justice’s perspective. In its scope the article also relates four characteristics of the global Information Society. The article employs a moral tool, social justice, on grounds of moral validity to address these ethical challenges.
Johannes Britz is currently Dean and Professor at the University of Wisconsin-Milwaukee, Milwaukee, USA. He holds to doctoral degrees from the University of Pretoria in South Africa. He is co-editor of the International Review of Information Ethics (IRIE) and serves on the editorial board of the Library and Information Science Research Journal of the University of Bucharest.
Dr. Britz has expansive international experience both as a researcher and consultant. Dr Britz has a keen interest in social justice and information poverty and works mainly in Africa on these areas.
3-Cheney, G., May, S., & Munshi, D. (2011). The handbook of communication ethics. New York: Routledge.
This handbook acts as an all-inclusive guide into the study of communication and ethics. It incorporates some of the issues discussed on the two articles quoted above. It engages analyses and applications based on accepted ethical theories and further engage unfamiliar ones. This blend brings to the surface important questions of power, equality, and justice. The handbook distinguishes itself as a comprehensive resource for the study of communication and ethics.
George Cheney (Ph.D., Purdue University, 1985) is the John T. Jones Centennial Professor of Communication Studies at the University of Texas at Austin.
Steve May (Ph.D., University of Utah, 1993) is Associate Professor of Communication Studies at the University of North Carolina at Chapel Hill.
Debashish Munshi (Ph.D., University of Waikato.
Intersections of Literacy: How and Why Some High School English Teachers use ...
This presentation is for the 2015 National Association of Media Literacy Education Conference. Here, I describe a small qualitative study of 28 high school English teachers of predominantly African American students. I provide these teachers' rationale for using popular culture with their students. Two examples are given, as well as next steps for professional development for teachers who seek 21st century literacy and media literacy education methods.
Curriculum English
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
English cg for reuploading 03.04.15
This document provides the K-12 curriculum guide for teaching English in the Philippines. It outlines the philosophy, principles, outcomes and conceptual framework for the English curriculum. The philosophy states that language is central to intellectual, social and emotional development.
The guiding principles are that all languages are interrelated, language acquisition is a lifelong process, and learning requires making meaning. The outcomes aim to develop students' communicative competence and multiliteracies.
The conceptual framework explains that the curriculum follows principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and processes, and strategies through practicing the macro-skills of listening, speaking, reading
Language Development Hypotheses 1Term Paper Language Developm.docx
Language Development Hypotheses 1
Term Paper: Language Development Hypotheses
The language development is that the complicated method not solely from the linguistic position however additionally from psychological and social one, as a result of it happens within the course of the interaction and communication between folks. Today, the language development has multiple interpretations and totally different theories supply different interpretations of the language development. Therefore, the language development could also be viewed from totally different views. However, there's no solid read on the language development and totally different completely different theories supply different clarification of the language development. At now, it's attainable to confer with the social interactionist theory supported works of L. Vygotsky, WHO developed the thought of the language development through socio-cultural interaction between people. In fact, the event of the social interactionist theory contributed to the event of the socially-oriented perspective on language because the consequence of the social interaction between people.
The social interactionist theory holds the premise that the language development happens through the social development of a personal and his/her interaction with his/her social surroundings. From the start of the life, folks begin interacting with their social surroundings. Babies move with their folks and begin effort language from their folks. As they begin locution initial words, they receive a feedback from their folks that encourages them to use these words over and once more and learn new words from their folks. Steadily, the scope of the social interaction will increase and people begin interacting with different pregnant adults still as their peers. As their social interactions expand, they begin learning from people new language patterns and words. Thus, they develop their language skills and skills. Within the course of their any development and education, they enhance their language skills and skills. For example, throughout skilled coaching they learn specific language that they use in their work. For example, health care skilled learn professional terms and medical ideas that they use in their work. Hence, they expand their language skills and skills throughout their learning and coaching through interaction with educators and different students.
From the social move ironist perspective people interact with one another and that they apparently would like language to keep up their interaction effectively. Therefore, language seems to be a helper that contributes to the effective communication and interaction between people. In fact, the social move ion happens within the natural means from the start of life since people are social beings and that they interact with one another. In such a state of affairs, they use language to speak with one another. The lot of developed their language skills are the lot of ...
k-12 Curriculum Guide English Grade 10
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
Second language acquisition (question and answers)
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
English kto12 curriculum guide
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
How Culture And Perception Are Directly Influenced By...
Here are some key special factors and issues an EL professional faces in identifying if an EL student's problem indicates a special education issue or normal language acquisition:
- Lack of appropriate assessment tools that are culturally and linguistically relevant for EL students at different English proficiency levels. Standardized tests may not accurately reflect an EL student's skills.
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- Impact of sociocultural/linguistic differences that can place ELs at an academic disadvantage regardless of cognitive abilities. Cultural norms around learning may differ.
- Scarcity of qualified EL professionals with expertise
Final english cg grade 9 01.30.2014 edited as of 3.11.2014 (1) 3182014
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, and outcomes of the English curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy, and the study of texts. It aims to produce graduates who can effectively communicate, understand other subjects, and succeed in their chosen fields. The curriculum was created in response to today's students (Generation Z) who have grown up with technology and require customized, engaging instruction to maintain attention and learn effectively.
PROPOLSAL OF AN ENGLISH EDUCATION MODEL FOR SENIOR CITIZENS THROUGH TECHNOLOG...
PROPOLSAL OF AN ENGLISH EDUCATION MODEL FOR SENIOR CITIZENS THROUGH TECHNOLOG...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Article ca
This document summarizes a research study that explored communication apprehension among English language learners studying business at Universiti Teknologi Mara in Kelantan, Malaysia. The study investigated how both psychological and socio-cultural factors can contribute to communication apprehension in an English language classroom. A survey was conducted with 51 first-year diploma students using a questionnaire to understand what factors influence their levels of anxiety related to speaking English. The findings revealed that students' communication apprehension was affected by both internal psychological factors like self-esteem and beliefs about language learning, as well as external socio-cultural factors like status relationships and social contexts.
English k to12 curriculum guide
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Guiding principles include viewing language acquisition as a lifelong process and learning language through engagement with texts. The needs of today's learners (Generation Z) are described as being highly technology-immersed but having reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to participate globally. The conceptual framework explains principles like spiral progression and interaction to guide effective language teaching and learning.
ENGLISH k - 12 Curriculum Guide
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
K to 12 Curriculum Guide ofr the English Subject
This document outlines the K-12 English curriculum guide for the Philippines' Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition and learning, including that learning requires making meaning, language learning involves a variety of activities, and it builds on students' existing knowledge. The needs of today's learners (Generation Z) are also examined, noting they have grown up with technology and have shorter attention spans. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen fields.
Finalenglishcggrade901 140515191010-phpapp01
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
English cg grade 1 10 july 2015
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
English k to 12 (2015)
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
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DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
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PR2-for-title-defense.pptx
- 2. TOPIC 1 Unveiling the struggles that Affect Public Speaking Performance of Humanities and Social Science Students
- 3. OBJECTIVE This study aims to understand the Factors that Affect the Public Speaking Performance of Humanities and Social Science students.
- 4. PROOF OF THE EXISTENCE OF THE PROBLEM In the study concluded by Lucas (2011) titled “The Art of Public Speaking” Many people who converse easily in all kinds of everyday situations become frightened at the idea of standing up before a group to make a speech.
- 5. RESEARCH QUESTIONS TO FOCUS ON 1. What are the challenges facing Humanities and Social Science students when it comes to public speaking? 2. What are the Impact of Public Speaking on the Social and the Interpersonal skills of Humanities and
- 6. TOPIC 2 The Rise of Conyo: Emerging among the Generation Z Conflicting the Vocabulary and Comprehension of the Students
- 7. OBJECTIVE The purpose of this study is to establish how the Conyo language affects students’ vocabulary and comprehension, particularly Generation Z. It can also offer insights into how well the Conyo language functions as formal communication in the classroom.
- 8. PROOF OF THE EXISTENCE OF THE PROBLEM An initial study by Reyes (2017) entitled “Inventing Postcolonial Elites: Race, Language, Mix, Excess. Journal of Linguistic Anthropology” Language is a set of normative actions used for communication, crucial for personality development, and has been used since Homo sapiens. It prevents miscommunication and makes others aware of thoughts, feelings, and ideas. The Conyo Language, a combination of English and Filipino, gained popularity due to technology, influencing young
- 9. RESEARCH QUESTIONS TO FOCUS ON 1. What are the effects of code- switching and language mixing in the society particularly in the Generation Z’s vocabulary and comprehension? 2. What are the Impact of emerging conyo language in the Generation Z?
- 10. TOPIC 3 Exploring Influential Factors in the Selection of College Courses by Humanities and Social Sciences Students
- 11. OBJECTIVE This study will focus on the factors that affect the choosen courses in college of Grade 12 Humanities and Social Sciences Students (HUMSS).
- 12. PROOF OF THE EXISTENCE OF THE PROBLEM According to Fizer, D. (2013) In the study entitled “Factors Affecting Career of College students enrolled in Agriculture”. Choosing the right career path is becoming more important for young students today. Students have to take into account many things when
- 13. RESEARCH QUESTIONS TO FOCUS ON 1. Is there an difficulty facing by Humanities and Social Sciences in chossing their College course? 2. What are the possible factors encounter by Humanities and Social Sciences Students in selecting their choosen college course?.