Examining the "E": Bringing the plenary themes into focusElisabeth Chan
A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.
Examining the "E": Bringing the plenary themes into focusElisabeth Chan
A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.
Standards Across Anglophone Space
The first part is concerned with the similarities and differences across the Englishes designated ‘standard’ in each of these three regions: Britain, North America and Australia.
The second part is concerned with the similarities and differences across varieties of English within two of the regions, Britain and North America.
Short presentation about the role of English within the countries of the European Union. Including a discussion on 'Euro-English' as a (possibly) emerging new variety of English.
Japanese Students’ Reactions to International Speakers of English: native-spe...Richard Pinner
Presentation given at 5th Waseda ELF International Workshop, Tokyo
The data from this study comes from a larger data set which was collected during a year-long phase of Exploratory Practice research into Japanese University students’ perceptions of English as an international language. The data presented here comes from a task in which non-English majors at a Japanese University (n=25) were asked to watch eight videos of different speakers of English, all of whom hailed from different cultural backgrounds and used different spoken varieties of English. The videos featured Singapore English, British and American varieties as well as varieties from so-called expanding circle contexts such as Austria, China, Japan and Korea.
Participants rated each speaker for ‘authenticity’ on a scale from 1 to 10 and were asked to write a short comment to explain their choice. The results reveal that students showed an engrained native-speakerism to the way they felt about other speakers’ varieties of English, which is why they reacted negatively to so-called ‘non-standard’ varieties, showing particular prejudice against other East Asian speakers. The reasons for and connotations of this finding will be discussed in this presentation.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
Standards Across Anglophone Space
The first part is concerned with the similarities and differences across the Englishes designated ‘standard’ in each of these three regions: Britain, North America and Australia.
The second part is concerned with the similarities and differences across varieties of English within two of the regions, Britain and North America.
Short presentation about the role of English within the countries of the European Union. Including a discussion on 'Euro-English' as a (possibly) emerging new variety of English.
Japanese Students’ Reactions to International Speakers of English: native-spe...Richard Pinner
Presentation given at 5th Waseda ELF International Workshop, Tokyo
The data from this study comes from a larger data set which was collected during a year-long phase of Exploratory Practice research into Japanese University students’ perceptions of English as an international language. The data presented here comes from a task in which non-English majors at a Japanese University (n=25) were asked to watch eight videos of different speakers of English, all of whom hailed from different cultural backgrounds and used different spoken varieties of English. The videos featured Singapore English, British and American varieties as well as varieties from so-called expanding circle contexts such as Austria, China, Japan and Korea.
Participants rated each speaker for ‘authenticity’ on a scale from 1 to 10 and were asked to write a short comment to explain their choice. The results reveal that students showed an engrained native-speakerism to the way they felt about other speakers’ varieties of English, which is why they reacted negatively to so-called ‘non-standard’ varieties, showing particular prejudice against other East Asian speakers. The reasons for and connotations of this finding will be discussed in this presentation.
Building Academic Language in the ESL ClassroomElisabeth Chan
ARKTESOL Springdale presentation by Elisabeth Chan of The International Center for English at Arkansas State University October 28, 2010. This presentation discusses the difference between conversation and academic English and includes tips and tricks to help students bridge the gap.
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
These slides provide research findings about academic identity provided by scholars. Researchers' findings, pedagogical implications, and a conclusion are all presented in the presentation.
CBI: Connect Build Integrate. Part II of the 2 part workshop presented to TICE faculty on March 15, 2011. This part continues by connecting the theory to practical use of content-based instruction in our program.
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What’s the difference?
Magnetic attraction occurs only between
ferrous metals.
Our experiments showed that magnets
attract some metals.
We found out the pins stuck on the
magnet.
Look, it’s making them move.
They don’t stick.
Gibbons (2002, p.40)
3. Magnetic attraction occurs only between
ferrous metals.
Our experiments showed that magnets
attract some metals.
We found out the pins stuck on the
magnet.
Look, it’s making them move.
They don’t stick.
Gibbons (2002, p.40)
Registers!
4. Magnetic attraction occurs only between
ferrous metals.
Our experiments showed that magnets
attract some metals.
We found out the pins stuck on the
magnet.
Look, it’s making them move.
They don’t stick.
Gibbons (2002, p.40)
Registers!
Non-Academic
Academic
5. Conversational vs Academic
Cummins (1981)
BICS – basic interpersonal
communicative skills
○ 2-3 years
CALP – cognitive academic
language proficiency
○ 5-7 years
Cummins’ Quadrants
Context embedded?
Cognitively demanding?
10. Building Academic Writing
Focus on content
State a topic and develop it
Focus on cohesive paragraph structure
Reference, conjunctions, nominalization
Teach and practice the writing process
Focus on sentence structure
Compound, clauses, signal words
Paraphrasing
11. Writing Activity: Focus on Content
Original
Text
Adjectives
Adverbs
WH
Questions
The movie was good. The man met a
woman. They fell in love.
12. Writing Activity: Focus on Content
Original
Text
Adjectives
Adverbs
WH
Questions
The romantic movie was good. The
handsome man met a beautiful woman.
They fell in love quickly.
13. Writing Activity: Sentence
Transformation
The police investigation of the robbery
lasted for one month.
The police investigated the robbery for
one month.
Nominalization
Simple form
(verb, adjective)
15. Building Academic Reading
Explicitly teach reading skills
Model the skills! Use “Think Alouds”
Build reading fluency through Extensive
Reading
Engage students & increase motivation
Goal of knowledge
18. Building Academic Speech
Extend conversation
Avoid IRE’s = Initiation, Response, Evaluation
(Cazden, 2001)
Raise students’ awareness of academic
speech
Use discussion groups with questions about
differences
Listen to lectures or speeches & analyze the
language used
Analyze research or focus on prevalent structures
19. Speaking Activities
Avoiding IRE’s
Ask more open ended questions
Respond with encouragement and in a way that extends
their response and thinking
○ T: The teacher –blank– a book to the class every week.
S: reads
T: That’s right! Why do we use “reads” and not “read”?
OR
T: Very good! What other verbs can we use?
S: gives?
T: Excellent! What is a verb we cannot use there? Why not?
21. Academic Vocabulary
Every day vocabulary vs. Academic
(Brook, D. 1998)
Explicitly teach vocabulary learning
strategies
Vocabulary notebook activities
Extensive reading
Anglo-Saxon French Latin
fear terror trepidation
win succeed triumph
holy sacred consecrated
26. References
Brook, D. 1998. The Journey of English. New York: Clarion Books.
Cazden, C. 2001. Classroom Discourse: The Language of Teaching and Learning.
Portsmouth, NH: Heinemann.
Cummins, J. 1981. “The Role of Primary Language Development in Promoting
Educational Success for Language Minority Students.” In Schooling and Language
Minority Students: A Theoretical Framework, 3-49. Los Angeles: Evaluation,
Dissemination and Assessment Center, California State University, Los Angeles.
Freeman, Y.S. and D.E. Freeman. 2009. Academic Language for English Language
Learners and Struggling Readers: How to Help Students Succeed Across Content
Areas. Portsmouth, NH: Heinemann.
Gibbons, P. 2002. Scaffolding Language, Scaffolding Learning: Teaching Second
Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Guthrie, J. and M. Davis. 2003. “Motivating Struggling Readers in Middle School
Through an Engagement Model of Classroom Practice.” Reading and Writing Quarterly
9: 59-85.
Swales, J. 2005. “Academically Speaking.” Language Magazine 4 (8): 30-34.
Arms, K. 1996. Environmental Science. Austin, TX: Holt, Rinehart, and Winston.
Rowling, J.K. 1999. Harry Potter and the Sorcerer’s Stone. Scholastic Paperbacks.
Scholastic. Magnetic Attraction. http://www2.scholastic.com/browse/article.jsp?id=1227. Accessed
October 5, 2010.
POS Hardware. International Point of Sale Cash Registers.
http://www.internationalpointofsale.com/store/index.php?cPath=84. Accessed October 5, 2010.
Image Citations
