This document provides a summary of Kieran Matthew O'Driscoll's qualifications and experience as a lecturer and researcher. It outlines his educational background which includes a PhD in French-English Literary Translation Studies, an MA in Translation Studies, and a BA with honors. It also details his experience teaching languages and translation studies at various institutions over the past 15 years. His areas of expertise include TESOL, French, Spanish, translation studies, and curriculum development.
Emma Mojoko Evele is a teacher of English as a Second Language and EFL with over 25 years of experience. She holds a Master's degree in ELT from the University of Warwick and is pursuing a Master's in Education from the University of Buea. She has taught in both Cameroon and the UK and has authored several English language textbooks. Currently she works as a Regional Pedagogic Inspector of English in the Far North Region of Cameroon.
Christie Amyot has over 10 years of experience as an elementary school teacher in London, Ontario. She has taught various grades from junior kindergarten to grade 5 and subjects including numeracy, literacy, French, music, arts, and physical education. Amyot has developed individual education plans for students, led extracurricular activities such as art and track clubs, and participated in professional development opportunities. She holds a Bachelor of Education degree from the University of Western Ontario and is bilingual in English and French.
Context bilingual programmes and clil in spainisadorab
The document discusses bilingual education models and Content and Language Integrated Learning (CLIL) programs in Spain, including immersion programs for teaching Catalan, Galician, and Basque, as well as English as a foreign language. It outlines different bilingual education models used in the Basque Country, Catalonia, and Galicia based on the percentage of curriculum taught in the local language versus Spanish. It also describes CLIL programs in place with the British Council and evaluated bilingual education projects across Spain.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Mrs. Samantha Forster has over 10 years of teaching experience in subjects including drama, theatre studies, English, film studies, and sociology. She holds a BA in Humanities and PGCE and is a qualified teacher. Currently she works as a supply teacher for various agencies, providing daily cover at several schools in Shropshire and Wales. Her experience also includes roles directing a musical theatre company and facilitating after school drama programs.
This document outlines the objectives and activities of a Comenius project called "A World of Tales" involving schools from several European countries. The project aims to promote European identity and citizenship among students through exchanging traditional stories. Over two years, students will read tales from different regions, learn about each other's cultures, and collaborate online. They will hold exhibitions of their work and a study visit to Spain in Year 1. The final products will be an educational website and CD featuring tales from partner countries.
Emma Mojoko Evele is a teacher of English as a Second Language and EFL with over 25 years of experience. She holds a Master's degree in ELT from the University of Warwick and is pursuing a Master's in Education from the University of Buea. She has taught in both Cameroon and the UK and has authored several English language textbooks. Currently she works as a Regional Pedagogic Inspector of English in the Far North Region of Cameroon.
Christie Amyot has over 10 years of experience as an elementary school teacher in London, Ontario. She has taught various grades from junior kindergarten to grade 5 and subjects including numeracy, literacy, French, music, arts, and physical education. Amyot has developed individual education plans for students, led extracurricular activities such as art and track clubs, and participated in professional development opportunities. She holds a Bachelor of Education degree from the University of Western Ontario and is bilingual in English and French.
Context bilingual programmes and clil in spainisadorab
The document discusses bilingual education models and Content and Language Integrated Learning (CLIL) programs in Spain, including immersion programs for teaching Catalan, Galician, and Basque, as well as English as a foreign language. It outlines different bilingual education models used in the Basque Country, Catalonia, and Galicia based on the percentage of curriculum taught in the local language versus Spanish. It also describes CLIL programs in place with the British Council and evaluated bilingual education projects across Spain.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Mrs. Samantha Forster has over 10 years of teaching experience in subjects including drama, theatre studies, English, film studies, and sociology. She holds a BA in Humanities and PGCE and is a qualified teacher. Currently she works as a supply teacher for various agencies, providing daily cover at several schools in Shropshire and Wales. Her experience also includes roles directing a musical theatre company and facilitating after school drama programs.
This document outlines the objectives and activities of a Comenius project called "A World of Tales" involving schools from several European countries. The project aims to promote European identity and citizenship among students through exchanging traditional stories. Over two years, students will read tales from different regions, learn about each other's cultures, and collaborate online. They will hold exhibitions of their work and a study visit to Spain in Year 1. The final products will be an educational website and CD featuring tales from partner countries.
Jane Short has over 40 years of experience in teaching English as a foreign language. She currently works as a Senior Lecturer and Director of In-sessional English programs at the University of Kent. Her roles have included developing English language programs, coordinating short courses, and tutoring. She holds several qualifications in education and English language teaching.
This presentation given at the MATSDA conference 2017 in Tilburg describes the development of a multilingual platform called PALM.
It provides learners with authentic input texts and meaningful tasks for language acquisition.
English matters erasmus+programme-dublin_250716_introduction_Murat Özkan
This document summarizes an Erasmus+ program hosted by Trinity College Dublin from July 25th to August 5th, 2016. The program promoted intercultural learning and the European dimension in education through English language courses for teachers from various European countries. Courses included English for Teachers, Content and Language Integrated Learning, developing communicative skills, and English culture methodology. Participants engaged in cultural activities in Dublin and evaluations assessed language development, participation, and embracing the Erasmus+ spirit.
Paul Graham is an experienced teacher seeking to further develop his skills and knowledge. He has taught English, Spanish, and History to both adults and secondary students. His qualifications include a BA in International Studies, a Professional Diploma in Education, and English language teaching certificates. He aims to integrate technology into the classroom and continues participating in professional development. References are available upon request.
This document discusses the benefits and concepts of bilingual education programs. It provides examples of where bilingual education concepts are used, such as CLIL programs in Europe. Some key benefits mentioned include enhanced cognitive development, academic achievement, and preparation for internationalization. Effective bilingual programs have features like parent involvement, high standards, strong leadership, and integration of language and academic instruction. The document also provides specific examples of bilingual programs in Spain, the UK, and North America.
Slides from a workshop at the Primary Languages Conference hosted by Network for Languages London, 16 November 2013. The workshop was led by Kathy Wicksteed and Pippa Jacobs on behalf of the Institut Français.
The IES Valle de Camargo school began offering an English-Spanish bilingual program in 2007-2008 across various departments including foreign languages, mathematics, and technology. The program structure allocates time for English and French language instruction at different levels, and utilizes CLIL methodology for teaching non-language subjects in the target languages. Conversation assistants are employed to help develop communication skills and cultural interest. The school organizes trips to England and France, as well as exchanges with other European schools. Students also participate in the Global Classrooms program which simulates United Nations conferences on topics like human rights and the environment.
Katy Yelland is a 32-year-old English teacher from Stockton-on-Tees, England with over 10 years of experience teaching English, French, and other subjects in the UK, France, Poland, Thailand, and other countries. She holds a BA in French from Oxford University and Delta and CELTA qualifications. Her experience includes teaching at universities, schools, language centers, and as a private tutor. She is fluent in English and French and conversational in Italian.
This document provides an overview of the state of foreign language teaching and transition between primary and secondary education in several European countries. It describes key issues around FL teaching policies, curricula, starting ages, languages taught, methodologies used, and teacher training in countries like Austria, France, Germany, Hungary, Spain, Sweden, and Switzerland. National reports within the document analyze transition from different perspectives of teachers, students, parents and more. Each report also identifies specific needs within that country's educational system to help make the transition between primary and secondary school smoother for foreign language learning.
Pierre-Alexandre Sicart has extensive experience in teaching French literature and language. He holds a PhD in French Literature from New York University and a Doctorat ès Lettres from Toulouse II University. He has worked as an Assistant Professor of French at Chinese Culture University from 2007-2013. Sicart has published 6 scholarly articles, a French grammar book, and has authored 20 short stories in French and 1 in English. He is an accomplished translator and editor and has received many honors and awards for his academic and extracurricular achievements.
Dr Felicity Breet has extensive experience in strategic leadership of teacher professional development and innovative curriculum development. She has influenced change in higher education institutions by introducing new programs and ensuring portfolio development ideas were discussed. Her experience includes managing pre-service teacher education, guiding strategic curriculum development, and providing in-service teacher education as a consultant in diverse international contexts.
This document provides information about study abroad opportunities in Germany, Japan, and France through ISEP. It discusses programs at Philipps-Universität Marburg in Germany, Kansai Gaidai University in Japan, and Université Paul Valéry Montpellier III in France. Details are given on academics, deadlines, costs, and contacts for each program.
The document summarizes the experiences and learnings from a placement at Girraween Public School. Key points include:
- The placement provided hands-on experience in a diverse classroom setting with many ESL and refugee students.
- Responsibilities involved mentoring refugee students, teaching unique lessons, and engaging in curriculum activities.
- Valuable experiences included learning about the needs of indigenous learners, effective strategies for minority groups, and challenges of communication and cultural barriers.
- Skills developed include strengthened understanding of diversity, cultural competence, and teamwork.
This document proposes integrating debate into the English curriculum at a Colombian high school. It suggests piloting debate classes for 8th and 9th grade students using one of their weekly English hours. The proposal would use a "mid-CLIL" approach of partially immersing students in English for debate instruction and practice. It aims to enhance students' English skills through critical thinking opportunities, language input/output, and motivation. The proposal details how classes would cover debate structure, arguments, and practice debates. Student progress would be assessed through debate grades and comparisons to results from other English assessments.
This document outlines St. Paul's Primary School's development into a bi-lingual Spanish school. It discusses how the school has been teaching Spanish for seven years and was recognized for outstanding practice. The school aims to have Spanish taught in all classes and uses Spanish teacher trainees and volunteers to support language learning. Several universities in Spain now work with the school, sending trainees for extended placements to immerse students in the Spanish language and culture. These trainees enrich learning by helping with pronunciation, conversation practice, and reinforcing vocabulary. Early assessments show real progress in Spanish proficiency as the school works towards its goal of bilingual education.
Claire Fox has over 17 years of experience as a qualified primary school teacher, holding positions such as Year Leader, Acting Deputy Head, and Student Mentor. She has taught a variety of subjects to students aged 5 to 11, including leading subjects like ICT for 15 years. Claire has also privately tutored maths and English for 14 years. She holds a BA with QTS in primary education from Sheffield Hallam University and is passionate about teaching and learning.
Cinco personas son mencionadas en el documento: Álvaro Fernando Sosa González, Astrid Biviana Giraldo Ochoa, María Isabel Osorio Lopéz, Sara María Arroyave Cardona y Yenny Alexandra Castaño Blandón.
FFG2012: Parallelisierte Administration mit Marionette CollectiveAndreas Schmidt
"Parallelisierte Administration mit Marionette Collective"
Frühjahrsfachgespräch 2012 der German Unix User Group
http://www.guug.de/veranstaltungen/ffg2012/programm.html
#ffg2012 #guug
Jane Short has over 40 years of experience in teaching English as a foreign language. She currently works as a Senior Lecturer and Director of In-sessional English programs at the University of Kent. Her roles have included developing English language programs, coordinating short courses, and tutoring. She holds several qualifications in education and English language teaching.
This presentation given at the MATSDA conference 2017 in Tilburg describes the development of a multilingual platform called PALM.
It provides learners with authentic input texts and meaningful tasks for language acquisition.
English matters erasmus+programme-dublin_250716_introduction_Murat Özkan
This document summarizes an Erasmus+ program hosted by Trinity College Dublin from July 25th to August 5th, 2016. The program promoted intercultural learning and the European dimension in education through English language courses for teachers from various European countries. Courses included English for Teachers, Content and Language Integrated Learning, developing communicative skills, and English culture methodology. Participants engaged in cultural activities in Dublin and evaluations assessed language development, participation, and embracing the Erasmus+ spirit.
Paul Graham is an experienced teacher seeking to further develop his skills and knowledge. He has taught English, Spanish, and History to both adults and secondary students. His qualifications include a BA in International Studies, a Professional Diploma in Education, and English language teaching certificates. He aims to integrate technology into the classroom and continues participating in professional development. References are available upon request.
This document discusses the benefits and concepts of bilingual education programs. It provides examples of where bilingual education concepts are used, such as CLIL programs in Europe. Some key benefits mentioned include enhanced cognitive development, academic achievement, and preparation for internationalization. Effective bilingual programs have features like parent involvement, high standards, strong leadership, and integration of language and academic instruction. The document also provides specific examples of bilingual programs in Spain, the UK, and North America.
Slides from a workshop at the Primary Languages Conference hosted by Network for Languages London, 16 November 2013. The workshop was led by Kathy Wicksteed and Pippa Jacobs on behalf of the Institut Français.
The IES Valle de Camargo school began offering an English-Spanish bilingual program in 2007-2008 across various departments including foreign languages, mathematics, and technology. The program structure allocates time for English and French language instruction at different levels, and utilizes CLIL methodology for teaching non-language subjects in the target languages. Conversation assistants are employed to help develop communication skills and cultural interest. The school organizes trips to England and France, as well as exchanges with other European schools. Students also participate in the Global Classrooms program which simulates United Nations conferences on topics like human rights and the environment.
Katy Yelland is a 32-year-old English teacher from Stockton-on-Tees, England with over 10 years of experience teaching English, French, and other subjects in the UK, France, Poland, Thailand, and other countries. She holds a BA in French from Oxford University and Delta and CELTA qualifications. Her experience includes teaching at universities, schools, language centers, and as a private tutor. She is fluent in English and French and conversational in Italian.
This document provides an overview of the state of foreign language teaching and transition between primary and secondary education in several European countries. It describes key issues around FL teaching policies, curricula, starting ages, languages taught, methodologies used, and teacher training in countries like Austria, France, Germany, Hungary, Spain, Sweden, and Switzerland. National reports within the document analyze transition from different perspectives of teachers, students, parents and more. Each report also identifies specific needs within that country's educational system to help make the transition between primary and secondary school smoother for foreign language learning.
Pierre-Alexandre Sicart has extensive experience in teaching French literature and language. He holds a PhD in French Literature from New York University and a Doctorat ès Lettres from Toulouse II University. He has worked as an Assistant Professor of French at Chinese Culture University from 2007-2013. Sicart has published 6 scholarly articles, a French grammar book, and has authored 20 short stories in French and 1 in English. He is an accomplished translator and editor and has received many honors and awards for his academic and extracurricular achievements.
Dr Felicity Breet has extensive experience in strategic leadership of teacher professional development and innovative curriculum development. She has influenced change in higher education institutions by introducing new programs and ensuring portfolio development ideas were discussed. Her experience includes managing pre-service teacher education, guiding strategic curriculum development, and providing in-service teacher education as a consultant in diverse international contexts.
This document provides information about study abroad opportunities in Germany, Japan, and France through ISEP. It discusses programs at Philipps-Universität Marburg in Germany, Kansai Gaidai University in Japan, and Université Paul Valéry Montpellier III in France. Details are given on academics, deadlines, costs, and contacts for each program.
The document summarizes the experiences and learnings from a placement at Girraween Public School. Key points include:
- The placement provided hands-on experience in a diverse classroom setting with many ESL and refugee students.
- Responsibilities involved mentoring refugee students, teaching unique lessons, and engaging in curriculum activities.
- Valuable experiences included learning about the needs of indigenous learners, effective strategies for minority groups, and challenges of communication and cultural barriers.
- Skills developed include strengthened understanding of diversity, cultural competence, and teamwork.
This document proposes integrating debate into the English curriculum at a Colombian high school. It suggests piloting debate classes for 8th and 9th grade students using one of their weekly English hours. The proposal would use a "mid-CLIL" approach of partially immersing students in English for debate instruction and practice. It aims to enhance students' English skills through critical thinking opportunities, language input/output, and motivation. The proposal details how classes would cover debate structure, arguments, and practice debates. Student progress would be assessed through debate grades and comparisons to results from other English assessments.
This document outlines St. Paul's Primary School's development into a bi-lingual Spanish school. It discusses how the school has been teaching Spanish for seven years and was recognized for outstanding practice. The school aims to have Spanish taught in all classes and uses Spanish teacher trainees and volunteers to support language learning. Several universities in Spain now work with the school, sending trainees for extended placements to immerse students in the Spanish language and culture. These trainees enrich learning by helping with pronunciation, conversation practice, and reinforcing vocabulary. Early assessments show real progress in Spanish proficiency as the school works towards its goal of bilingual education.
Claire Fox has over 17 years of experience as a qualified primary school teacher, holding positions such as Year Leader, Acting Deputy Head, and Student Mentor. She has taught a variety of subjects to students aged 5 to 11, including leading subjects like ICT for 15 years. Claire has also privately tutored maths and English for 14 years. She holds a BA with QTS in primary education from Sheffield Hallam University and is passionate about teaching and learning.
Cinco personas son mencionadas en el documento: Álvaro Fernando Sosa González, Astrid Biviana Giraldo Ochoa, María Isabel Osorio Lopéz, Sara María Arroyave Cardona y Yenny Alexandra Castaño Blandón.
FFG2012: Parallelisierte Administration mit Marionette CollectiveAndreas Schmidt
"Parallelisierte Administration mit Marionette Collective"
Frühjahrsfachgespräch 2012 der German Unix User Group
http://www.guug.de/veranstaltungen/ffg2012/programm.html
#ffg2012 #guug
Thomas Dapron has over 35 years of experience at The Boeing Company in roles such as Business Process Analyst, Quality Management Lead, and Process Architect. He has extensive expertise in quality management systems, process optimization, and leading corrective action initiatives. Dapron developed quality and process infrastructure for multiple organizations, and mentored others in business excellence methods. He has received recognition including the 2004 Boeing Quality Hero award.
El documento ofrece consejos para superar la depresión, indicando que en realidad la persona está distraída de apreciar la belleza que la rodea en la naturaleza y en los seres humanos. Además, aconseja enfocarse en el presente en lugar del pasado o futuro, seguir los propios sueños y servir a los demás para encontrar la felicidad.
My family's old photo album contains pictures from the 1950s through the 1980s that document important life events like births, graduations, vacations and holidays. Flipping through the black and white and faded color photos transports me back in time and allows me to learn more about my parents and grandparents lives before I was born. The album is a treasure that helps me feel connected to past generations and better understand where I came from.
This document provides instructions for searching inmate records online for an individual named "Inmate Name". It prompts the user to enter their email address to build a profile and access additional search tools and services related to inmates at different facilities.
Este documento proporciona información sobre varios sistemas operativos incluyendo UNIX, Mac OS, Linux, Windows 3.1, Sun Microsystems y Knoppix. Describe las características, ventajas y desventajas de cada uno. También incluye información sobre empresas como Microsoft y productos como Java y OpenOffice.org.
Este documento evalúa el recurso "Regletas Digitales" ubicado en http://www.regletasdigitales.com/. El recurso ofrece información de contacto confiable y está editado por una entidad reconocida. Proporciona información especializada en español que está relacionada con la materia del centro catalogador y cita otras fuentes confiables.
Este documento presenta una comparación entre software libre y software propietario. Define software libre como aquel cuyo código es accesible y puede ser usado, modificado y distribuido libremente. También describe las cuatro libertades que debe tener un software para ser considerado libre. Luego, provee ejemplos de populares software libre como VLC y Firefox. Finalmente, contrasta las características y libertades del software libre con las limitaciones del software propietario.
The document discusses defining research questions and characteristics of good research questions. It provides definitions of a research question as focusing an investigation and defining an area of interest requiring investigation. A good research question should be worth investigating, improve knowledge or practice, and address a real problem. It should be clear, manageable, and have multiple possible answers without being biased. The document also discusses drafting research questions and expanding them by introducing additional variables. Common errors include questions being too broad or narrow in scope.
The document describes a thesis submitted for the degree of Bachelor of Technology in Electrical Engineering. The thesis aims to classify electrocardiogram (ECG) waveforms in real-time to diagnose cardiac diseases. It uses the discrete Daubechies wavelet transform to preprocess ECG signals and extract features. These features are then classified using a multilayer perceptron neural network. The classification model was implemented in SIMULINK software to simulate real-time detection and verify its performance. The thesis discusses ECG basics, wavelet transforms, neural networks, and presents results of signal decomposition, network training, and SIMULINK implementation.
This document compares remote access software options. Teamviewer is easy to install and use for remote administration without needing an IP address, but requires an administrator to set a fixed password. VNC supports more operating systems but is more vulnerable. Remote Desktop is integrated into Windows but only works on Windows and requires port 3389 to be opened on the router.
Die großen Consultancies nennen es "Digitale Transformation", Marc Andreessen nennt es "Software eats the World". Eher aus Versehen haben wir IT-ler mit Unix und Internet etwas angestoßen, dass die ganze Wirtschaft - von Handel über Organisationsdesign bis zum Management - durch den Wolf dreht. Mit den Unternehmen schlägt das jetzt wieder auf die Systemadministratoren zurück, und stellt deren Rollen und Positionen in Frage. Im Gegensatz zu den Managern wird es aber vermutlich auch in Zukunft noch relevante Aufgaben für Administratoren geben.
Sandra Dupuy has over 15 years of experience in education and linguistics. She holds a Master's in Film Journalism from the University of Glasgow and has taught French at various levels. Her most recent role was as a Linguist Expert at KeyPoint Technologies, where she created dictionaries for text prediction software and translated documents. She is fluent in French, English and Spanish and has strong IT skills.
This document provides a summary of Michelle D. Weaver's qualifications, including over 20 years of experience in language education and translation. She has proficiency in both French and Spanish and has lived and studied abroad in France. The document outlines her education credentials, which include a Master's in Education and Bachelor's in Foreign Affairs from the University of Virginia. It also details her experience teaching French at various schools and her professional experience in medical reception and event management.
Robert Matthew Tedora has over 10 years of experience in teaching English, translation, and data entry. He holds a BA in Spanish Studies and an MA in Translation Studies. His work history includes teaching English in Spain, the UK, and Denmark. He has also worked as a translator for various industries and as a transcriber. Currently, he works as a document checker and data entry clerk for Royal Mail, where he ensures documentation meets compliance standards.
The document is a resume for Bracotoh Desire Kouassi, who has over 8 years of experience as a teacher and instructor of French and English. He has multiple degrees related to teaching French and English as a foreign language and is currently pursuing a Master's degree in Foreign Languages. He has extensive experience providing translation and interpretation services between French and English.
This document provides a summary of an individual's experience teaching English as a second language and Native American studies in various international contexts over many years. It outlines their educational background and qualifications, including degrees in anthropology, Italian language, and bilingual education. It also details an extensive professional history working as an ESL instructor in schools and businesses in Spain, Brazil, Japan, and the United States.
Embedding modern languages across the disciplines - Catriona CunninghamHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xsrSQg
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Nicole Rumley has a Master's degree in Education from Concordia University and dual Bachelor's degrees in Adolescence Education and French from Canisius College. She holds a North Carolina teaching license in French for grades K-12. She has over 5 years experience teaching French to K-12 students in North Carolina schools and to US Special Forces members through a language instruction company. Her teaching experiences demonstrate strengths in curriculum development, instructional planning, assessment, and classroom management.
The document is about a French language school called Langue et Communication located in Rennes, France. It was established in 1984 and provides French language instruction to students of all levels, from beginner to advanced. The school offers individual and small group lessons tailored to each student's needs, which may include business French, diplomacy, or other specific purposes. Students have access to teaching facilities, course materials, and the city of Rennes which provides cultural immersion opportunities. Testimonials from past students praise the school's teachers, warm atmosphere, and effectiveness in improving French language skills.
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
Carole Ann Meloni has over 10 years of experience as an English teacher and tutor. She owns Alpha Level, which offers social media lesson instruction and private English tutoring in Italy. She is Cambridge CELTA certified and teaches students at all levels of the European Framework from A1 to C2. Her teaching experience includes exam preparation, conversation skills, business English, and developing vocabulary. She has a Bachelor's Degree in First Nations Studies and is currently studying Psychology.
William Landry has over 15 years of experience teaching English and ESL in both public and private schools. He has trained at several educational institutions and is proficient in English, French, computer programs, and teaching methods. His experience includes creating educational programs and materials for language schools as well as teaching ESL, literacy, and teacher training courses.
Marcus Felsman is an educator with over 15 years of experience in international schools. He holds a Bachelor of Education and Bachelor of Arts in English Literature from the University of Sydney. Most recently, he served as Head of Secondary at The British School Quito in Ecuador from 2012-2015, where he oversaw all aspects of the secondary program. Prior to that, he was Head of English and Drama at Instituto Bilingüe Victoria in Mexico from 2009-2011. He has a strong background in curriculum development, teaching, and leadership.
Marcus Felsman is an Australian educator with over 15 years of experience in international schools. He holds a Bachelor of Teaching and Bachelor of Arts from the University of Sydney. His experience includes serving as Head of Secondary at The British School Quito in Ecuador from 2012-2015, where he oversaw all aspects of the secondary program. Prior to that, he was Head of English at the same school and held other leadership and teaching roles in Mexico and Australia. He has a strong record of student success, curriculum development, and school improvement.
This document summarizes research on the English language needs and priorities of young adults aged 18-24 in the European Union. The research included surveys of English teachers and young adult English learners across Europe, as well as interviews and focus groups in Germany, Romania, and Turkey. Key findings include:
- Teachers and learners accept both native and non-native varieties of English as well as English as a lingua franca for communication.
- English proficiency is seen as important for employment and further study.
- Online communication is a major context for English use outside the classroom, with differences between formal "classroom English" and informal "social English".
- There is a tension between learning English for
Deborah Gafsen is a qualified Modern Foreign Language teacher specializing in Italian and French with over 15 years of experience in teaching and marketing roles. She currently volunteers for a local charity and teaches private students. Her career background includes marketing roles at several companies and over 10 years of experience teaching English, Italian, and French to students of all ages through schools, private tutoring, and volunteering. She is seeking a new role that utilizes her diverse skills set.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 1ckimberlyl
The document discusses challenges faced by nonnative English speaking teachers (NNESTs) in intensive English programs (IEPs). It describes research conducted with NNEST trainees, finding they experienced difficulties with language proficiency but strengths in cultural knowledge and acting as role models. It recommends teacher education programs deconstruct myths about native speakers and support NNESTs through mentorship and placements in multilingual settings. The author's own experience facing discrimination due to her accent is also discussed, as well as a large IEP she directed that hired many NNESTs and found student complaints about teacher English ability rarely occurred.
This document discusses bilingual education programs at higher education institutions that use English as the primary language of instruction, known as EMI programs. It notes the increasing trend of EMI programs in Europe and reasons for their growth, including internationalization, improving English skills, and prestige. Potential threats of EMI discussed include lack of English proficiency among students and teachers leading to ineffective teaching and learning, and EMI limiting classroom discourse. Solutions proposed include screening language levels, additional training, and bilingual degrees. Research on EMI programs found small improvements in students' English skills. Examples of EMI programs in Spanish universities are also provided.
This curriculum vitae outlines the education and work experience of Shesa Otepa Londja Lambert. She has a Master's Degree in Geomatics from Ardhi University in Tanzania and a Bachelor's Degree in Geology from Unilu University in the Democratic Republic of Congo. She has over 30 years of experience teaching English, French, Portuguese, and basic informatics in Brazil, Tanzania, Angola, and the DRC. Her additional work experience includes geological consulting, field research, and interpreting between French, Portuguese, and English. She is fluent in English, French, Portuguese, Swahili, and Lingala.
Similar to STRATHCLYDE UNIVERSITY CV MAY 2016 KIERAN O'DRISCOLL LECTURESHIP IN TRANSLATION STUDIES (20)
STRATHCLYDE UNIVERSITY CV MAY 2016 KIERAN O'DRISCOLL LECTURESHIP IN TRANSLATION STUDIES
1. KIERAN MATTHEW O’DRISCOLL, PHD
29 Plunkett Drive, Finglas West, Dublin 11 D11R7V2, Republic of Ireland
Phone: 00 353 87 2336488 • Email: kieran.odriscoll3@mail.dcu.ie
LECTURER & RESEARCHER
• Motivational teaching and lecturing professional with over five years of hands-on classroom expertise.
• Additional experience as a Researcher and Published Writer in Translation Studies and Jules Verne
Studies, and Published Literary Translator (French and Spanish-English).
• Committed to providing all students with a well-rounded and meaningful experience, which they can
apply to work, school, and the real world.
• Proven ability to design creative lesson plans, differentiate instruction, and incorporate interesting
activities and assignments to bring Translation Studies students, EFL/ESOL and French language
students to proficiency.
• Areas of expertise: TESOL, French, Spanish, Translation Studies, Curriculum Development and
Improvement, Course Design, Student Assessment, Staff Development, Student Motivation, and
Workshop and Seminar Presentations.
• Languages: English (fluent), French (proficiency level), Spanish (upper intermediate), Irish Gaelic
(intermediate), Polish (beginners) and Italian (beginners).
EDUCATION & CREDENTIALS
DEGREES
• Doctor of Philosophy in French-English Literary Translation Studies/Jules Verne Studies, Dublin City
University, Dublin, Ireland, 2009
• Master of Arts in Translation Studies (French-English), Dublin City University, Dublin, Ireland, First
Class Honours, 2005
• Bachelor of Arts in Applied Languages with International Marketing Communications (French and
Spanish), Level 8, Waterford Institute of Technology (WIT), First Class Honours, first in class; awarded
Advanced (postgraduate) Scholar in the School of Humanities, 2003
DIPLOMAS & CERTIFICATES
• Certificate in English Language Teaching to Adults (CELTA), University of Cambridge; International
House Dublin, Dublin, Ireland, 2014
• Certificate in English Language Teaching (CELT), University of Cambridge; International House Dublin,
Dublin, Ireland, 2014
• Certificate in Teaching English as a Foreign Language/Teaching English to Speakers of Other
Languages (TEFL/TESOL) i-to-i: Distinction, i-to-I, Dungarvan, Waterford, 2007
• Certificate in Advanced French Language and Culture for Future Teachers (‘perfectionnement’ level),
Institut Montpéllierain d’Etudes Françaises, Obtained Distinction in Certificate, 2003
• National Diploma in Business Studies (Languages: French & Spanish, and Marketing), Waterford
Institute of Technology (WIT): Level 7; Obtained Distinction in Diploma, first in class; won several academic
awards, 2001
• Certificates in Pianoforte (Preparatory, Junior Grade First Year, Middle Grade First Year and Middle
Grade Second Year Levels), Leinster School of Music, 1977-85
• Certificate in Commercial French, Paris Chamber of Commerce and Industry, 1981
2. TEACHING & RELATED EXPERIENCE
LIFFEY COLLEGE – DUBLIN, IRELAND 2015 – Present
Language Lecturer
KIERAN MATTHEW O’DRISCOLL Page 2 of 3
Teach Upper Intermediate, Intermediate, Pre-intermediate, Elementary, and Advanced English as a Foreign
Language (General English) to adult students, who are mainly from Latin America. Administer weekly
assessments on lexis and grammar, oral presentations, and written essays, emails, letters, and reports. Regular use
of technology in classroom to enhance learning.
• Incorporate annual language portfolios to help develop students’ language skills and systems work.
• Prepare students for external examinations in English such as the Cambridge English suite of exams and
the IELTS exams.
• Raised students’ averages from 70% to 90%.
Assistant Director of Studies/Assistant Head of English (General English)
Supervise and lead a diverse group of staff. Develop detailed syllabi for all levels of General English. Hold weekly
meetings with teachers to discuss strategy.
• Create and present seminars on language teaching methodologies to teachers for their Continuing
Professional Development (CPD).
O’DRISCOLL LANGUAGE SERVICES – DUBLIN, IRELAND 2014 – Present
French-English Translator
Specialize in literary, business, and scientific translation. Provide proofreading services and tutoring in French
and English (ESOL/EFL). Research and publish Verne Studies and Translation Studies.
• Details of translation and private language tuition can be found on website at www.teangum.com.
INTERNATIONAL EDUCATION ACADEMY – DUBLIN, IRELAND 2013 – 2014
Tutor
Tutored ESOL students, as well as adult learners in French. Differentiated instruction based on students’ unique
goals, needs, and learning styles. Provided positive reinforcement to boost students’ confidence and motivation.
UNIVERSITY OF CENTRAL LANCASHIRE – PRESTON, LANCASHIRE, ENGLAND 2011 – 2012
Lecturer, School of Languages and International Studies
Lectured in French, Translation and Interpreting Theory, Research Skills, and Spanish. Taught Intermediate and
Beginners’ level Spanish Language to undergraduate students, and Advanced French Language to
undergraduates up to final year of BA degree. Regular use of Virtual Learning Environments (VLE) and other
technology to enhance learning. Designed modules in Translation Theory, languages and Research Methods.
• Conducted Peer Observation, and Research, Teaching and Learning: Staff Development Seminars.
• Provided one-on-one tutoring to students, ensuring they were able to reach their full potential.
• Served on UCLAN’s Research Strategy Planning Committee
• Studied for SD2 Professional Dialogue route to membership of the UK Higher Education Academy, and
for Postgraduate Certificate in Education.
3. PhD Research Degrees Tutor and PhD Supervisor, (Interpreting/Translation Studies)
Supervised final year undergraduate dissertations and major translation projects in French and Spanish. Taught
Research Skills for Languages Students to Year Two undergraduates, and Translation and Interpreting Theory
and Research Methods to MA students. Research French literary studies and Translation Studies.
ASSOCIATION OF POLISH LANGUAGE SCHOOLS IN IRELAND – DUBLIN, IRELAND 2011, 2012
Language Instructor
Instructed French and English as a Foreign Language to Polish nationals, at primary, secondary and university
levels. Recruited teachers. Served as grinds teacher of French at Junior and Leaving Certificate levels.
KIERAN MATTHEW O’DRISCOLL Page 3 of 3
PROFESSIONAL DEVELOPMENT
• Part One of Teacher’s Toolkit Qualification, University of Central Lancashire, UK, 2012
• Three years of a Bachelor of Arts Degree in Public Management, Institute of Public Administration, 1993
SELECTED PUBLICATIONS
• A Nephew in America/Castles of California: Translation from French into English of two plays by Jules Verne,
together with an Introduction and Notes. Palik Series of the North American Jules Verne Society. 2015
• El Burro Pirincho: Translation from Spanish to English of a children’s novella by Rodolfo Diego Flores.
2015
• “Jédédias Jamet, or the Tale of an Inheritance: Translated with annotations and preface by Kieran M.
O’Driscoll”. IN The Marriage of a Marquis. The Palik Series. Edited by Taves, B. for the North American
Jules Verne Society. Bear Manor Fiction: 2011
• “Putting White to Rights: reinstating the reputation of the Victorian Verne translator, Stephen W. White”
IN Verne, J. 1873 The Tour of the World in Eighty Days. 1873/1874/2010. Choptank Press, MS, USA. 2010
• “Introduction to republication of The Tour of the World in Eighty Days” IN The Tour of the World in Eighty
Days. 1873/1874/2010. Co-authored with Dr. Norman Wolcott. Choptank Press, St Michael’s, MD 21663,
USA. 2010
• “When less becomes more: studying an abridged, adapted translation from French into English of Jules
Verne’s Around the World in Eighty Days (1873), revised for younger readers by John Webber in 1966” IN
Verniana, the online journal of Verne Studies, 2:1, 2010, at www.verniana.org
• “Around the world in eighty gays: retranslating Jules Verne from a queer perspective” IN Translation and
the (Trans)formation of Identities. Selected Papers of the CETRA Research Seminar in Translation Studies 2008.
De Crom, D. (ed.) http://www.kuleuven.be/cetra/papers/papers/html. 2009
• “Translating Founding Mick” – essay for Royal Irish Academy’s 2008 republication of Jules Verne’s novel
The extraordinary adventures of Foundling Mick, original title P’tit Bonhomme (1893). 2008
CURRENT PROFESSIONAL AFFILIATIONS
• Associate Member, Irish Translators’ and Interpreters’ Association (ITIA), 2014-Present
• Member, TS-DOC International Network of Translation Studies Researchers, Catholic University of
Leuven, Belgium, 2008-Present
• Member, North American Jules Verne Society Inc., USA (published Verne translator and literary
researcher with this Society, 2007-Present
• Member, British and Irish Mensa, the High I.Q. Society, 1998-Present
HONOURS & AWARDS
4. • Best Research Poster in the Faculty of Humanities and Social Sciences, Dublin City University, for poster
describing my PhD Translation Studies research, entitled The Never-Ending Stories Told by the Verne
Translators, 2009
• Advanced Scholar in the School of Humanities, Waterford Institute of Technology, 2003
• Allied Irish Banks Student of the Year Award in the School of Humanities, Waterford Institute of
Technology, 2002
• Award for coming first in class in National Diploma-level Spanish, from the Mexican Cultural Attaché to
Ireland, presented at Waterford Institute of Technology, 2001
• Marketing Commendation for achievement of excellence in Marketing Studies, Waterford Institute of
Technology, 2001