A personal look at the history of BE right up to the present day. I use a few key coursebooks to exemplify trends, discuss current ideas such as eLearning and ELF, and finish with a 6-point overview.
This article is a written-up version of a talk given by Michael Swan, posted here with Michael's kind permission. It argues that a balanced language course should consist of three kinds of Input (extensive, intensive and analysed), and similarly three kinds of Output (extensive, intensive and analysed). Michael argues that too many language programs focus on only some of these elements while ignoring others.
Are we a big happy BE family, or are we separate tribes? This article suggests some clear differences between pre-work and in-work contexts, but draws no firm conclusion as to whether we are tribally different.
'Can I just interrupt for a moment?' / 'I'm sorry, I didn't catch that'.
These are key phrases for communication skills. BE is full of them. They need revision if students are to remember and use them.
BEhereBEthere: An Adventure in eLearningPaul Emmerson
I have an eLearning site for Business English at www.BEhereBEthere.com. It's early days and I'm on an adventure. This is 'my story', but the article is also fun and controversial, and it's about all kinds of general eLearning issues.
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
This article is a written-up version of a talk given by Michael Swan, posted here with Michael's kind permission. It argues that a balanced language course should consist of three kinds of Input (extensive, intensive and analysed), and similarly three kinds of Output (extensive, intensive and analysed). Michael argues that too many language programs focus on only some of these elements while ignoring others.
Are we a big happy BE family, or are we separate tribes? This article suggests some clear differences between pre-work and in-work contexts, but draws no firm conclusion as to whether we are tribally different.
'Can I just interrupt for a moment?' / 'I'm sorry, I didn't catch that'.
These are key phrases for communication skills. BE is full of them. They need revision if students are to remember and use them.
BEhereBEthere: An Adventure in eLearningPaul Emmerson
I have an eLearning site for Business English at www.BEhereBEthere.com. It's early days and I'm on an adventure. This is 'my story', but the article is also fun and controversial, and it's about all kinds of general eLearning issues.
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
The article discusses creating a fun workplace environment to reduce stress and improve productivity. An entrepreneur set up an IT company with unconventional offices that include game consoles, football tables, and floor cushions instead of traditional business attire. While work still gets done, the founder believes fun should be a reward, not an excuse to avoid work. The relaxed atmosphere helps boost staff morale and retention.
The document discusses speaking skills and how to teach them effectively. It describes speaking as using speech to express meaning to others and identifies three types of speaking situations: interactive, partially interactive, and non-interactive. It also lists micro-skills involved in speaking like pronunciation, stress, grammar, and clarity. The document provides guidance on preparing students for communication, focusing on fluency and accuracy, as well as input and output processes. It suggests choosing interesting topics and varying activities to help students practice speaking.
This document provides tips for properly organizing texts when writing. It discusses using pronouns and determiners to refer to ideas already presented. It also discusses ways to provide additional information such as "in addition to" and "as well as." The document covers contrasting information using phrases like "although" and "but." Finally, it discusses sequencing ideas using words and phrases like "first," "then," and "finally."
The document discusses key concepts and terminology related to error correction when teaching a second language. It defines types of mistakes learners make such as errors and slips. It also discusses reasons why learners make mistakes, including interference from their first language and developmental errors as they learn. The document provides guidance on when and how to correct errors, focusing more on errors that prevent communication. It suggests exposing learners to language just beyond their level and giving opportunities to focus on form and communicate.
This document discusses Business English training. It begins by defining Business English and noting that it involves both business-specific and general English content in business settings. The document then examines who takes Business English courses, including those studying theoretically and those with job experience. It also profiles an effective Business English trainer. The document outlines conducting a needs analysis and designing oral and written lessons based on those needs. It recommends activities like role-plays, simulations, and authentic materials. The document concludes by providing a bibliography of Business English resources.
Why Learn? - A Short Talk about E.S.L. "Teaching Philosophy"kmbush40
This slide show was created for a job interview to answer the question, what is your teaching philosophy? Not claiming it's at all profound, but it's my first PowerPoint and at least looks pretty.
(The white border did not exist in the original. It's an artifact of uploading the file in .pdf format so the fonts render correctly. The school's colors account for the teal / gold / magenta color theme.)
9 -en- assessment feedback - political writingLuke Brewer
This PowerPoint presentation provides guidance and lessons for Year 9 students on improving their political writing skills. It covers responding to feedback by focusing on grammar, learning golden sentence structures, and looking at student models. Students are taught to improve their paragraph structure, language techniques, and persuasive style by developing their use of ethos, logos and pathos. The presentation provides examples of well-structured answers and effective persuasive techniques for students to apply. Reward stickers are used to motivate students and recognize progress.
Here I consider some aspects that differentiate BE from GE as means to become aware of the need to specialize in this area of teaching, due to the fact that we are not trained to deal with people who have special working needs.
This document provides information about Oxford University Press (OUP). It states that OUP is a department of the University of Oxford that furthers the university's objectives of research, scholarship, and education by publishing works worldwide. It lists many cities where OUP has offices or associated companies. It also provides details about copyright and permissions regarding the reproduction and use of OUP publications.
The document discusses various aspects of teaching business English writing skills. It covers different types of business writing like correspondence, contracts, reports, CVs, agendas and minutes. It also discusses approaches to teaching writing like the process approach and genre approach. Additionally, it provides information on the structure of writing, coherence, cohesion and context of writing. Sample activities for teaching business writing like paired crosswords, correcting emails, gap fills and comprehension tasks are also presented. Formats and elements of different business documents are outlined along with examples.
This document provides an overview of Chapter 8 from an English learning textbook. It outlines the key areas of listening, speaking, reading, and writing covered in the chapter. For listening, it focuses on responding to expressions of emotions and a dialogue. Speaking activities include roleplaying emotions, holding dialogues, and performing a speech. Reading examines analyzing text structure. Writing involves drafting a persuasive essay. Exercises are included to practice each skill through activities like filling in blanks, answering questions, and matching terms to definitions.
The document defines business English and discusses its importance. It provides definitions of business English as the language used for business situations, correspondence, and communication skills needed for work. It notes business English focuses on vocabulary used in commerce, trade, finance, and politics. The document also discusses why business English is important for career growth, the internet, and respect. It provides tips on how to improve business English such as being a good language student, broadening skills, increasing vocabulary, and setting SMART goals. Finally, it lists problems that can be lessened with strong business English skills like miscommunication, limited ideas, and professional failure.
This document discusses teacher talk in the English language classroom. It explains that while teachers do a lot of talking, their talk serves important purposes like managing the class, providing language input, and motivating students. The document also discusses using English versus the native language to teach English, noting advantages and disadvantages to both approaches. It provides examples of how teachers can incorporate social language to build rapport with students and encourage student talk in English. Throughout, it emphasizes using simple language to aid student understanding.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
This document provides guidelines for effective business writing. It discusses maintaining a positive tone and outlook, using a reader-focused "you approach", organizing information logically and concisely, employing gender-neutral language, and avoiding slang. Additional tips are provided for email etiquette, such as keeping messages short and informing the reader of the topic upfront. The overall message is that business writing should be clear, polite, and tailored to the needs and perspective of the reader.
This document provides a template for a cumulative course assessment product on supporting phonemic awareness in the classroom. It includes 11 parts that cover general information, phonemic awareness, linguistic components, an audio recording practice, a student assessment example, analysis of the assessment, suggested strategies, relevant common core standards, plans for technology use, and a final reflection. The template is to be completed throughout a 6-session course and submitted for feedback.
The document provides instructions for writing an essay. It recommends spending time planning the essay with mind maps to organize ideas. The writer should then create a draft with clear paragraphs for the introduction, body, and conclusion. The body should present main ideas with details and examples. The document also provides tips on grammar, such as word order, subject-verb agreement, and use of adjectives, linking words, and personal opinions. It describes two common essay types - a for and against composition and an opinion essay - and provides examples of each.
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
The article discusses creating a fun workplace environment to reduce stress and improve productivity. An entrepreneur set up an IT company with unconventional offices that include game consoles, football tables, and floor cushions instead of traditional business attire. While work still gets done, the founder believes fun should be a reward, not an excuse to avoid work. The relaxed atmosphere helps boost staff morale and retention.
The document discusses speaking skills and how to teach them effectively. It describes speaking as using speech to express meaning to others and identifies three types of speaking situations: interactive, partially interactive, and non-interactive. It also lists micro-skills involved in speaking like pronunciation, stress, grammar, and clarity. The document provides guidance on preparing students for communication, focusing on fluency and accuracy, as well as input and output processes. It suggests choosing interesting topics and varying activities to help students practice speaking.
This document provides tips for properly organizing texts when writing. It discusses using pronouns and determiners to refer to ideas already presented. It also discusses ways to provide additional information such as "in addition to" and "as well as." The document covers contrasting information using phrases like "although" and "but." Finally, it discusses sequencing ideas using words and phrases like "first," "then," and "finally."
The document discusses key concepts and terminology related to error correction when teaching a second language. It defines types of mistakes learners make such as errors and slips. It also discusses reasons why learners make mistakes, including interference from their first language and developmental errors as they learn. The document provides guidance on when and how to correct errors, focusing more on errors that prevent communication. It suggests exposing learners to language just beyond their level and giving opportunities to focus on form and communicate.
This document discusses Business English training. It begins by defining Business English and noting that it involves both business-specific and general English content in business settings. The document then examines who takes Business English courses, including those studying theoretically and those with job experience. It also profiles an effective Business English trainer. The document outlines conducting a needs analysis and designing oral and written lessons based on those needs. It recommends activities like role-plays, simulations, and authentic materials. The document concludes by providing a bibliography of Business English resources.
Why Learn? - A Short Talk about E.S.L. "Teaching Philosophy"kmbush40
This slide show was created for a job interview to answer the question, what is your teaching philosophy? Not claiming it's at all profound, but it's my first PowerPoint and at least looks pretty.
(The white border did not exist in the original. It's an artifact of uploading the file in .pdf format so the fonts render correctly. The school's colors account for the teal / gold / magenta color theme.)
9 -en- assessment feedback - political writingLuke Brewer
This PowerPoint presentation provides guidance and lessons for Year 9 students on improving their political writing skills. It covers responding to feedback by focusing on grammar, learning golden sentence structures, and looking at student models. Students are taught to improve their paragraph structure, language techniques, and persuasive style by developing their use of ethos, logos and pathos. The presentation provides examples of well-structured answers and effective persuasive techniques for students to apply. Reward stickers are used to motivate students and recognize progress.
Here I consider some aspects that differentiate BE from GE as means to become aware of the need to specialize in this area of teaching, due to the fact that we are not trained to deal with people who have special working needs.
This document provides information about Oxford University Press (OUP). It states that OUP is a department of the University of Oxford that furthers the university's objectives of research, scholarship, and education by publishing works worldwide. It lists many cities where OUP has offices or associated companies. It also provides details about copyright and permissions regarding the reproduction and use of OUP publications.
The document discusses various aspects of teaching business English writing skills. It covers different types of business writing like correspondence, contracts, reports, CVs, agendas and minutes. It also discusses approaches to teaching writing like the process approach and genre approach. Additionally, it provides information on the structure of writing, coherence, cohesion and context of writing. Sample activities for teaching business writing like paired crosswords, correcting emails, gap fills and comprehension tasks are also presented. Formats and elements of different business documents are outlined along with examples.
This document provides an overview of Chapter 8 from an English learning textbook. It outlines the key areas of listening, speaking, reading, and writing covered in the chapter. For listening, it focuses on responding to expressions of emotions and a dialogue. Speaking activities include roleplaying emotions, holding dialogues, and performing a speech. Reading examines analyzing text structure. Writing involves drafting a persuasive essay. Exercises are included to practice each skill through activities like filling in blanks, answering questions, and matching terms to definitions.
The document defines business English and discusses its importance. It provides definitions of business English as the language used for business situations, correspondence, and communication skills needed for work. It notes business English focuses on vocabulary used in commerce, trade, finance, and politics. The document also discusses why business English is important for career growth, the internet, and respect. It provides tips on how to improve business English such as being a good language student, broadening skills, increasing vocabulary, and setting SMART goals. Finally, it lists problems that can be lessened with strong business English skills like miscommunication, limited ideas, and professional failure.
This document discusses teacher talk in the English language classroom. It explains that while teachers do a lot of talking, their talk serves important purposes like managing the class, providing language input, and motivating students. The document also discusses using English versus the native language to teach English, noting advantages and disadvantages to both approaches. It provides examples of how teachers can incorporate social language to build rapport with students and encourage student talk in English. Throughout, it emphasizes using simple language to aid student understanding.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
This document provides guidelines for effective business writing. It discusses maintaining a positive tone and outlook, using a reader-focused "you approach", organizing information logically and concisely, employing gender-neutral language, and avoiding slang. Additional tips are provided for email etiquette, such as keeping messages short and informing the reader of the topic upfront. The overall message is that business writing should be clear, polite, and tailored to the needs and perspective of the reader.
This document provides a template for a cumulative course assessment product on supporting phonemic awareness in the classroom. It includes 11 parts that cover general information, phonemic awareness, linguistic components, an audio recording practice, a student assessment example, analysis of the assessment, suggested strategies, relevant common core standards, plans for technology use, and a final reflection. The template is to be completed throughout a 6-session course and submitted for feedback.
The document provides instructions for writing an essay. It recommends spending time planning the essay with mind maps to organize ideas. The writer should then create a draft with clear paragraphs for the introduction, body, and conclusion. The body should present main ideas with details and examples. The document also provides tips on grammar, such as word order, subject-verb agreement, and use of adjectives, linking words, and personal opinions. It describes two common essay types - a for and against composition and an opinion essay - and provides examples of each.
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
Ling 210, Dr. Troyer AcquisitionPsycholinguistics Article Res.docxSHIVA101531
This document is a response to an assignment in LING 210 to read and summarize an article about child language acquisition. The student chose the article "When Knowledge Causes Failure" which discusses when children learn adjectives. The article suggests that past research claiming 3-year-olds cannot understand novel adjectives may have been flawed due to unclear wording of questions. The student provides details about the experimental design used to test children's understanding of novel adjectives. They are asked to write a 500-word response discussing thoughts on child language acquisition and how this knowledge could help them as a teacher.
The document discusses the evolution of ESP (English for Specific Purposes) as an approach to language teaching. It notes there have been shifts in ESP theory and practice over time, with different stages focusing on linguistic aspects, but all taking an essentially language-centered approach. ESP is defined as not a product or variety of English, but rather an approach where all decisions around content and method are based on meeting the specific needs of learners. The document outlines various branches of ESP including English for academic, occupational, and vocational purposes.
The document discusses the evolution of English for Specific Purposes (ESP) as an approach to language teaching. It notes that while ESP has undergone several shifts in theory and practice, it has consistently focused on the linguistic aspects and been a language-centered approach. ESP is defined as not being a particular variety of English, but rather an approach where all decisions around content and method are based on meeting the specific needs of the learner.
The document discusses the evolution of ESP (English for Specific Purposes) as an approach to language teaching. It notes there have been shifts in ESP theory and practice over time, with different stages focusing on linguistic aspects, but all taking an essentially language-centered approach. ESP is defined as not a product or variety of English, but an approach where all decisions around content and method are based on meeting the specific needs of learners. The document outlines various branches of ESP including English for academic, occupational, and vocational purposes.
Grammar Translation, The Direct Method and Bilingual Skillsnoblex1
The future aims of learners of English vary widely. For some they may be clearly defined. They may want to study in an English-speaking environment, or to keep up to date with what's in the English-speaking press, or to get by on holiday in an English-speaking country, or to conduct business meetings in English. These aims don't necessarily involve a deep-seated interest in English-speaking people and their culture, though that may develop.
Other learners may have a more general motivation and, rather than seeing learning English as a means to an end, see it as a more educational and personal experience. This sort of interest usually is characterized by a wish to gain a deeper understanding about people's ways of life and values. The ultimate goal of this group may even be to become bilingual. Although bilingualism is not a big issue in EFL, many teachers are interested in the extent to which other languages should be used in the classroom. Some teachers see the use of the mother tongue in language learning simply as a helpful transition to L2. Others see it as a way of developing bilingual skills. Yet others see it as a dangerous distraction from the learning of L2. I'll return to the question of L1 use in class in a moment. Meanwhile, let's sort out what we mean by bilingual and bilingual skills.
Now read the information that follows and see if you are still happy with your definition. Change it if you want to. (As you read this, bear in mind the interesting point that worldwide being bilingual to some degree is more common than being monolingual.)
People with the following sorts of skills have all been described as bilingual by different linguists and psychologists. A bilingual person could be someone who is able to:
- get on the right bus in another language
- understand a current affairs program on the radio
- write a letter to their child's school about arrangements for meals
- give a simultaneous interpretation of a speech at an international conference
- use two languages often, but not necessarily very well
- speak two languages, but cannot read or write them both.
Standard definitions range from insisting on native-like competence in two or more languages (which is comparatively rare) to some second-language proficiency in one of the four skills (listening, speaking, reading and writing). I personally go for something between these two extremes, reserving a term like 'totally bilingual' for people equally at ease in all situations in either language.
If your answer to the previous activity was something like: 'Being bilingual means knowing two languages', on the face of it that seems clear enough. But apart from the variety you saw in the list above, there is also a difference between the person who is able to operate equally well in both languages in all contexts and the person who has acquired two languages completely separately.
Source: https://ebookschoice.com/grammar-translation-the-direct-method-and-bilingual-skills/
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá,.docxaulasnilda
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá, Colombia. Pages 159-172
The English as a Foreign Language / Lingua Franca Debate:
Sensitising Teachers of English as a Foreign Language Towards
Teaching English as a Lingua Franca
El debate del inglés como lengua extranjera o como lengua franca:
sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza
del inglés como lengua franca
Gillian Mansfield*
University of Parma, Italy
Franca Poppi**
University of Modena and Reggio Emilia, Italy
The function of English as a lingua franca for communication needs rethinking in the teaching of
English as a foreign language classroom as a consequence of globalisation. The present contribution is
an empirical study carried out in an Italian university environment which aims to show how teachers
should take on board awareness raising activities in the recognition of other varieties of English which,
albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a rel-
evant place in the global scenario. This can be achieved in practical terms by interrogating an expressly
made corpus of Chinese English news texts and carrying out simple concordance activities.
Key words: Awareness raising, concordances, English as a foreign language, English as a lingua franca,
globalisation.
Debido a los procesos de globalización, la función del inglés como herramienta internacional o
como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como
idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto
universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para
facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de
evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global.
En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés
chino y llevando a cabo actividades sencillas de concordancias.
Palabras clave: concordancias, inglés como lengua extranjera, inglés como lengua franca, facilitación
del reconocimiento, globalización.
* E-mail: [email protected]
** E-mail: [email protected]
This article was received on June 30, 2011, and accepted on November 2, 2011.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras160
Mansfield & Poppi
Introduction
The worldwide spread of English is just one
of the many different developments subsumed
under the general phenomenon of globalisation. It
is furthermore associated with boundless mobili-
ties and, as such, is the language of globalisation
(Gnutzmann & Intemann, 2008, p. 9).
If, on the one hand it is true that language is
a vital commodity in the globalised world, it is on
the other also true that globalisation raises issues
for se ...
The document discusses ways to localize and personalize teaching English as a foreign language using coursebooks and materials. It suggests rooting explanations, examples, activities and texts in the local culture and experiences of students rather than focusing exclusively on British or American culture. Techniques include using modeling to share personal experiences, asking localized questions, incorporating student discussions into lessons, and translating vocabulary and phrases into students' native language. The goal is to make English learning more relevant and memorable by connecting it to students' realities.
The document discusses several perspectives on language acquisition from authors Cook, Krashen, and Freeman. Cook compares first and second language learning, noting key differences that should be considered in classroom instruction. Krashen's theory is that a learner's first language impacts their second language acquisition, causing them to rely on first language skills when uncertain. Freeman examines first language acquisition from various viewpoints and debates about whether writing is learned or acquired. The reaction evaluates how these perspectives align with the author's own language learning and may influence their future teaching approach.
1) The document analyzes and summarizes the structure and arguments of an article by Cem Alptekin titled "Target-language culture in EFL materials".
2) The article presents a problem-solution structure, first describing how target language culture can impact language learning and cause problems for EFL learners, then offering potential solutions.
3) The flow of arguments in Alptekin's article is analyzed in detail, first establishing the role of culture in language learning, then describing how cultural differences can cause conflicts for learners and issues in EFL materials, before concluding with rationales and potential problems.
This document discusses ways to localize global English language coursebooks to make them more relevant for students. It suggests that teachers can localize content by [1] rooting explanations in local culture through examples, [2] personalizing speaking tasks and questions to relate to students' lives, and [3] translating vocabulary and phrases to validate students' local languages. The document also emphasizes the importance of teachers modeling language use and tailoring texts with local-based discussion questions. Localizing coursebooks in these ways can help students see how English relates to their own realities and cultures.
The document discusses teaching English to Chinese students. It begins by explaining the differences between teaching English as a second language (ESL) versus a foreign language (EFL). In China, English is taught as a foreign language since exposure and practice opportunities are limited. Next, it emphasizes the importance of understanding students' prior knowledge and cultural background to effectively bridge gaps and break down barriers. The document provides examples of how to integrate familiar topics into lessons to engage students and improve skills. Finally, it introduces the "In to Out" learning model to guide planning by bringing English lessons from personal topics to broader societal and global discussions.
1. ESP emerged for three main reasons - the demands of technology and commerce after WWII which created a need for an international language, developments in linguistics which showed language varies by context, and an emphasis on learner-centered approaches.
2. ESP has undergone five phases of development - from register analysis to discourse analysis to target situation analysis to emphasizing skills/strategies to a learning-centered approach. It is an approach, not a product, based on analyzing learner needs rather than predefined language varieties.
3. Designing an effective ESP course involves considering descriptions of language, theories of learning, and needs analysis to understand how learners will use and learn the language. The interdependence of these three factors is key to
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
The document summarizes a teacher's experience at the SO(u)L Camp for teachers held in Sremski Karlovci, Serbia. It provides details about the camp, including its aims to give teachers opportunities to reflect on and explore their beliefs about teaching in an international environmentally friendly setting. The teacher found it to be a fantastic experience where they learned innovative and practical teaching ideas. The camp also looked at helping teachers cope with pressures while creating a special atmosphere through its international group of sharing teachers.
This document discusses English as a lingua franca and the role of pronunciation, culture, and first language interference in second language acquisition. It addresses several questions:
1) Why pronunciation can cause intelligibility problems in English as a lingua franca. The document notes that one's first language and culture can influence pronunciation in a second language.
2) How teachers can help students understand varieties of English, like Philippine English, and promote cultural awareness, which is important for comprehension. Accuracy alone is less important than effective communication.
3) Whether we should value intelligibility or accuracy more as English teachers, and how to evaluate multilingual students' proficiency based on communication ability rather than adherence to native speaker norms
The document discusses different approaches to language teaching, highlighting their common bases. It notes that task-based, project-based, theme-based, and content-based approaches prioritize meaning, closely relate to learners' lives, are supported by rich resources, and highly motivate students. The approaches view language learning as being "just-in-need" rather than "just-in-case".
- This document discusses the influence of applied linguistics on English language teaching. It raises questions about how applied linguistics can impact teachers and whether teaching is practical or theoretical.
- The major focuses of applied linguistics in language teaching include teacher training, materials development, testing/assessment, and describing the language itself.
- Linguistics provides descriptions of language that influence teaching approaches, while applied linguistics bridges linguistics and practical teaching activities.
Applied linguistics Session 5-6_31_10_2021 Approaches & Methods in ELT 2.pdfDr.Badriya Al Mamari
This document provides an overview of the Situational Language Teaching (SLT) approach. SLT was developed in the 1930s-1960s and emphasized teaching language through spoken practice of grammatical structures in real-world situations. Key aspects included using visual aids to introduce vocabulary and grammar points gradually, practicing through repetition and substitution drills, and focusing on automatizing basic sentence patterns to develop reading and writing skills. SLT viewed language learning as habit formation and the teacher's role was to model structures and conduct drills to build accurate speech habits.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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