Web tools for english vocabulary
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Amazing web tools to enhance students vocabulary in English language. Technology is the best way to learn english in a funfilled environment. it is an interesting tool to improve one's vocabulary.
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Trends in EFL
This document discusses trends in English as a foreign language (EFL) teaching over the past 15 years based on observations from teachers and specialists. It identifies 6 key trends: 1) the increasing status and use of English, 2) more English-medium instruction of other subjects, 3) evolving roles of English teachers, 4) starting English education earlier, 5) changes to English curriculum design, and 6) increasing use of computer-assisted learning. It also examines trends in Vietnam specifically, such as policies strengthening English and a shift toward more communicative language teaching approaches.
Pedagogic Practices of Language with reference to Inclusive Classrooms: An In...
Dr. Syed Hayath Basha presented on pedagogic practices of language in inclusive classrooms in the Indian context. The presentation outlined that inclusive classrooms bring together students with and without disabilities. It discussed the significance of language practices for communication among a multicultural student body with various backgrounds and needs. Some pedagogic language practices highlighted included selecting words appropriately, using sign language, technology, and understanding learning difficulties. The presentation concluded by emphasizing the teacher's active role in understanding student needs and engaging all students in linguistic activities.
OER benefits and challenges
What are the benefits and challenges of using Open Educational Resources (OER)? This presentation will outline five benefits and five challenges and provide a quick glimpse into the possible future of OER.
Educating in a New Era
As the world becomes more connected, we have greater access to information than we could have thought possible only a few years ago. This has had a tremendous impact on education, and English teaching is no exception. From greater education and training requirements to a growing emphasis on the use of technology both in and outside the classroom, how can teachers keep up with the pace of change? This talk will discuss current and future trends in teaching and give teachers ideas about how they can stay informed and professionally up-to-date in today’s fast-paced world.
Gen y and their backpacks of hidden treasures
This document summarizes a research study on using online social networking in the classroom to engage Generation Y learners. The study involved high school students creating profiles and sharing work on a classroom Ning site over multiple semesters. By connecting learning to students' online social lives and allowing students to act as resources for each other, the study aimed to transition students from passive to active learners through peer feedback, assessment, and knowledge building. The presentation discusses how these findings could inform developing courses for higher education learners.
Teachers' effective use of materials
This document discusses three key themes to consider for materials development for English as a globalized language: 1) the content of materials and how it should be localized to better connect to learners' experiences and culture; 2) factors that influence teachers' effective use of materials, including their understanding of language learning and experience teaching in English; and 3) how technology can provide new opportunities for language learning by giving learners access to authentic English content and interactive tools for practicing English.
Open education resources
Open education resources (OER) are educational materials that can be freely accessed online. OER provide benefits such as being more accessible to internet users globally, covering a wide variety of subjects, and reducing the cost of books. However, OER also face challenges, as students and instructors in areas with limited computer access cannot benefit from OER. Additionally, it can take time to find high-quality OER materials, technology is constantly changing, and OER may not be fully developed in many languages.
Introduction to Language Futures from lf conference bc and bm
Language Futures is an approach to teaching languages that aims to make language learning more engaging and independent for students. It involves students learning multiple languages at once, with the teacher acting as a facilitator rather than sole knowledge expert. Lessons incorporate community mentors, peer learning, independent work, and strategies to continue language learning outside the classroom. The goal is to transform the role of the teacher, give students more ownership over their learning, and break down barriers between in-school and at-home language acquisition. A typical Language Futures lesson features 3-4 languages, mentor involvement, technology use, and a focus on language learning processes rather than just one target language.
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Trends in EFL
This document discusses trends in English as a foreign language (EFL) teaching over the past 15 years based on observations from teachers and specialists. It identifies 6 key trends: 1) the increasing status and use of English, 2) more English-medium instruction of other subjects, 3) evolving roles of English teachers, 4) starting English education earlier, 5) changes to English curriculum design, and 6) increasing use of computer-assisted learning. It also examines trends in Vietnam specifically, such as policies strengthening English and a shift toward more communicative language teaching approaches.
Pedagogic Practices of Language with reference to Inclusive Classrooms: An In...
Dr. Syed Hayath Basha presented on pedagogic practices of language in inclusive classrooms in the Indian context. The presentation outlined that inclusive classrooms bring together students with and without disabilities. It discussed the significance of language practices for communication among a multicultural student body with various backgrounds and needs. Some pedagogic language practices highlighted included selecting words appropriately, using sign language, technology, and understanding learning difficulties. The presentation concluded by emphasizing the teacher's active role in understanding student needs and engaging all students in linguistic activities.
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What are the benefits and challenges of using Open Educational Resources (OER)? This presentation will outline five benefits and five challenges and provide a quick glimpse into the possible future of OER.
Educating in a New Era
As the world becomes more connected, we have greater access to information than we could have thought possible only a few years ago. This has had a tremendous impact on education, and English teaching is no exception. From greater education and training requirements to a growing emphasis on the use of technology both in and outside the classroom, how can teachers keep up with the pace of change? This talk will discuss current and future trends in teaching and give teachers ideas about how they can stay informed and professionally up-to-date in today’s fast-paced world.
Gen y and their backpacks of hidden treasures
This document summarizes a research study on using online social networking in the classroom to engage Generation Y learners. The study involved high school students creating profiles and sharing work on a classroom Ning site over multiple semesters. By connecting learning to students' online social lives and allowing students to act as resources for each other, the study aimed to transition students from passive to active learners through peer feedback, assessment, and knowledge building. The presentation discusses how these findings could inform developing courses for higher education learners.
Teachers' effective use of materials
This document discusses three key themes to consider for materials development for English as a globalized language: 1) the content of materials and how it should be localized to better connect to learners' experiences and culture; 2) factors that influence teachers' effective use of materials, including their understanding of language learning and experience teaching in English; and 3) how technology can provide new opportunities for language learning by giving learners access to authentic English content and interactive tools for practicing English.
Open education resources
Open education resources (OER) are educational materials that can be freely accessed online. OER provide benefits such as being more accessible to internet users globally, covering a wide variety of subjects, and reducing the cost of books. However, OER also face challenges, as students and instructors in areas with limited computer access cannot benefit from OER. Additionally, it can take time to find high-quality OER materials, technology is constantly changing, and OER may not be fully developed in many languages.
Introduction to Language Futures from lf conference bc and bm
Language Futures is an approach to teaching languages that aims to make language learning more engaging and independent for students. It involves students learning multiple languages at once, with the teacher acting as a facilitator rather than sole knowledge expert. Lessons incorporate community mentors, peer learning, independent work, and strategies to continue language learning outside the classroom. The goal is to transform the role of the teacher, give students more ownership over their learning, and break down barriers between in-school and at-home language acquisition. A typical Language Futures lesson features 3-4 languages, mentor involvement, technology use, and a focus on language learning processes rather than just one target language.
Ell presentation
The document discusses strategies for supporting English Language Learner (ELL) students in the classroom. It notes that ELL students receive most of their instruction from their homeroom teachers on a daily basis. Effective strategies for ELL students include using multiple modes of communication, visual tools, building vocabulary, and building background knowledge. The strategies provide opportunities for ELL students to experience academic success.
Universal design
Universal design is a movement to ensure that materials, goods, and media are accessible to all people. It aims to make education equally fair for all students through accommodations like ramps for wheelchair access, and tailored support for English language learners and gifted students. Universal design for learning in the classroom provides multiple means of representation, action and expression, and engagement to improve learning for every student. Teachers should make themselves available to discuss any issues students face to better understand their needs.
I11 Commonalities Among Immersive, FLES and Secondary School Chinese Instruction
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This document discusses methods for enhancing the speaking skills of Russian students learning English as a foreign language. It identifies issues with students' current abilities, such as lack of confidence and limited opportunities to practice. The document then suggests various classroom activities and strategies to improve skills, such as role plays, debates, group presentations, and using technology. It emphasizes the importance of creating a comfortable environment where students feel willing to communicate without fear of criticism. The goal is to enhance students' communicative competence and overcome language barriers by using modern teaching techniques that motivate learning.
WhatsApp Southampton LLAS 2015
This document summarizes a project that used the messaging app WhatsApp to facilitate language learning for students preparing for and during a year abroad. Ten university students studying Spanish and French participated in the WhatsApp group, which was led by instructors. Students completed informal language tasks and shared experiences over the six-month period. Analysis found 1,222 messages were exchanged. Feedback indicated that students enjoyed practicing the target language and staying connected to classmates during their time abroad. The project aims to continue supporting students until the end of the academic year to help improve their language skills.
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This document discusses research and writing support for postgraduate students. It notes that while postgraduate students develop skills in their undergraduate degrees, many find meeting high research and writing standards challenging. It identifies key issues such as varied educational backgrounds, needing new skills for large-scale critical analysis and writing, and potential isolation during independent research. The aims of an online support site are outlined as developing academic skills, ensuring consistent support and standards, and creating a learning community. The document discusses pedagogical approaches to the site including self-paced modules on topics like developing proposals and presenting research. Initial feedback and usage data on the site are also presented.
compartive aand non-compartive studies examples
This presenation summerize two studies: a compartive and a non-compartive studies. The compartive study is about comparing online vocabulary games with face to face instruction. However, the non-comartive study evaluates the introduction of the interactive whiteboards (IWB) from pupils perspectives.
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This document summarizes a study conducted by staff and students at Coventry University on their experience with a blended learning approach using a MOOC. The study involved staff and students taking an online MOOC on language learning and teaching while also participating in weekly reflective discussions. Key findings included that the MOOC provided a global learning community but lacked teacher scaffolding and substantive discussion. Students found the accessibility and exposure to different perspectives valuable, but noted issues like lack of assessment and repetition. Overall, the study found that a structured blended approach with an online component can work, but proprietary systems may better suit academic settings due to motivators like assessment and the need for teacher support.
dyslexia - special needs
1) The document discusses using computerized and mobile technology to help overcome dyslexia and teach students with learning disabilities.
2) It provides examples of computer-assisted lessons and language learning apps that make the learning process more engaging for these students by incorporating multimedia and gamification.
3) The document also outlines how virtual learning communities and adaptive testing accommodations, such as extra time and use of electronic dictionaries, help motivate and support students with dyslexia.
#oersymposium2014 S3 P4 Kin Chew Lim
This document discusses heutagogy, standards-based open educational resources (OER), and the Learnival social learning environment. Heutagogy focuses on self-determined learning and learner autonomy. Completion rates for massive open online courses are typically low due to lack of motivation and perseverance from learners. Learnival is presented as a platform to help learners become more autonomous through learning how to read effectively, remember information, and perform well on assessments. It also allows sharing of standards-based OER content through features like Google Hangouts and by displaying ePUB format resources that can be accessed on mobile devices. The focus on heutagogical learning and use of standards helps enhance the open education movement.
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...
This document discusses learner autonomy and the use of social networking and online learning tools to foster autonomy. It provides statistics showing high rates of social media use among university students. Extracts from interviews with students learning Turkish highlight how the Blackboard learning management system allows for Turkish practice, tracking progress, and developing awareness of the language through access to materials, quizzes and instructor feedback. The conclusion emphasizes that active learning, new technologies, learner responsibility, and independence skills can support autonomy through online interaction and reflection.
UDL Presentation
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
Elizabeth A. May Curriculum Vitae_2016
Elizabeth May has extensive experience in education, nursing, and international work. She holds a Ph.D. in Learning, Design, and Technology from the University of Georgia as well as other degrees. Her work history includes positions as a nurse manager, ESL instructor, and teacher in China and the U.S. She has taught various subjects at different levels and presented at several conferences.
Udl overview presentation
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Universal Design and the Inclusive Classroom
The document discusses the accommodation approach versus the universal design approach to accessibility. The accommodation approach views access as an individual problem solved through specialized accommodations, while the universal design approach views access issues as stemming from environmental barriers and aims to design inclusive systems for all users from the outset. It also outlines examples of accommodations commonly provided to students and recommends education about disability studies, universal design, and involving students as ways to transition from an accommodation to universal design approach.
Dual Language Instruction and ELLs
Mehnaj Ahmed's document discusses dual-language math instruction for English language learners. It outlines the relatively poor math performance of ELL students and increasing immigration trends in the US. Current approaches to ELL math instruction include placing students in general education classrooms and using a two-way immersion model where core content is taught in both English and the native language. The document also notes cognitive benefits of bilingualism and examples of local schools that have seen success using two-way immersion, though implementation can be difficult due to lack of skilled educators and opposition arguing that language switching is costly.
Recording Oral Feedback for Writing Assignments
This is a presentation I gave at both the TESL Canada 2014 Conference in Regina, SK and also at the BC TEAL 2014 Conference in Richmond, BC.
Advocate
Voki is a web-based tool that allows users to create talking avatars. It can be used for educational purposes to engage students and enhance learning. Specifically, Voki allows shy students to do oral presentations without public speaking and helps teachers introduce lessons in a more interesting way. It also benefits students with special needs or who are home-bound by providing accessible online lessons. Research has shown Voki increases opportunities for oral practice, self-monitoring, and engagement with course content. The presentation argues Voki should be unblocked from the school website since it meets technology standards and has educational value for students.
Resume 2014
Dan Jones has over 15 years of experience as a middle school English, language arts, and social studies teacher. He holds degrees in education and communication studies. Jones is skilled in curriculum development, instructional strategies like differentiation and project-based learning, and using technology to enhance learning. He has a record of improving student achievement on standardized tests and developing relationships with external partners to provide authentic learning experiences.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Trends in english language teaching today
Trends in English Language Teaching Today discusses 10 key trends in English language teaching according to the author:
1. Increased networking opportunities through online communication allow teachers greater access to knowledge from others.
2. Growing interest in learner-centered approaches that consider individual learner needs, styles and abilities.
3. Emphasis on reflective teaching practices where teachers systematically evaluate and improve their own methods.
4. Use of teaching portfolios where teachers document their best practices through materials, feedback and reflections.
An underlying trend is a shift away from standardized, controlled teaching towards more complex, uncertain and emergent approaches that value diverse perspectives and relationships between teachers and learners.
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Ell presentation
The document discusses strategies for supporting English Language Learner (ELL) students in the classroom. It notes that ELL students receive most of their instruction from their homeroom teachers on a daily basis. Effective strategies for ELL students include using multiple modes of communication, visual tools, building vocabulary, and building background knowledge. The strategies provide opportunities for ELL students to experience academic success.
Universal design
Universal design is a movement to ensure that materials, goods, and media are accessible to all people. It aims to make education equally fair for all students through accommodations like ramps for wheelchair access, and tailored support for English language learners and gifted students. Universal design for learning in the classroom provides multiple means of representation, action and expression, and engagement to improve learning for every student. Teachers should make themselves available to discuss any issues students face to better understand their needs.
I11 Commonalities Among Immersive, FLES and Secondary School Chinese Instruction
I11 Commonalities Among Immersive, FLES and Secondary School Chinese InstructionCenter for Global Education at Asia Society
Commonalities Among Immersive, FLES and Secondary School Chinese Instruction (I11)
Speakers: Mimi Met, Priscilla RusselResearch presentation
This document discusses methods for enhancing the speaking skills of Russian students learning English as a foreign language. It identifies issues with students' current abilities, such as lack of confidence and limited opportunities to practice. The document then suggests various classroom activities and strategies to improve skills, such as role plays, debates, group presentations, and using technology. It emphasizes the importance of creating a comfortable environment where students feel willing to communicate without fear of criticism. The goal is to enhance students' communicative competence and overcome language barriers by using modern teaching techniques that motivate learning.
WhatsApp Southampton LLAS 2015
This document summarizes a project that used the messaging app WhatsApp to facilitate language learning for students preparing for and during a year abroad. Ten university students studying Spanish and French participated in the WhatsApp group, which was led by instructors. Students completed informal language tasks and shared experiences over the six-month period. Analysis found 1,222 messages were exchanged. Feedback indicated that students enjoyed practicing the target language and staying connected to classmates during their time abroad. The project aims to continue supporting students until the end of the academic year to help improve their language skills.
The development of a research and writing support site for students
This document discusses research and writing support for postgraduate students. It notes that while postgraduate students develop skills in their undergraduate degrees, many find meeting high research and writing standards challenging. It identifies key issues such as varied educational backgrounds, needing new skills for large-scale critical analysis and writing, and potential isolation during independent research. The aims of an online support site are outlined as developing academic skills, ensuring consistent support and standards, and creating a learning community. The document discusses pedagogical approaches to the site including self-paced modules on topics like developing proposals and presenting research. Initial feedback and usage data on the site are also presented.
compartive aand non-compartive studies examples
This presenation summerize two studies: a compartive and a non-compartive studies. The compartive study is about comparing online vocabulary games with face to face instruction. However, the non-comartive study evaluates the introduction of the interactive whiteboards (IWB) from pupils perspectives.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...
3rd Baltic Sea – 17th Nordic Literacy Conference 14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
This document summarizes a study conducted by staff and students at Coventry University on their experience with a blended learning approach using a MOOC. The study involved staff and students taking an online MOOC on language learning and teaching while also participating in weekly reflective discussions. Key findings included that the MOOC provided a global learning community but lacked teacher scaffolding and substantive discussion. Students found the accessibility and exposure to different perspectives valuable, but noted issues like lack of assessment and repetition. Overall, the study found that a structured blended approach with an online component can work, but proprietary systems may better suit academic settings due to motivators like assessment and the need for teacher support.
dyslexia - special needs
1) The document discusses using computerized and mobile technology to help overcome dyslexia and teach students with learning disabilities.
2) It provides examples of computer-assisted lessons and language learning apps that make the learning process more engaging for these students by incorporating multimedia and gamification.
3) The document also outlines how virtual learning communities and adaptive testing accommodations, such as extra time and use of electronic dictionaries, help motivate and support students with dyslexia.
#oersymposium2014 S3 P4 Kin Chew Lim
This document discusses heutagogy, standards-based open educational resources (OER), and the Learnival social learning environment. Heutagogy focuses on self-determined learning and learner autonomy. Completion rates for massive open online courses are typically low due to lack of motivation and perseverance from learners. Learnival is presented as a platform to help learners become more autonomous through learning how to read effectively, remember information, and perform well on assessments. It also allows sharing of standards-based OER content through features like Google Hangouts and by displaying ePUB format resources that can be accessed on mobile devices. The focus on heutagogical learning and use of standards helps enhance the open education movement.
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...
This document discusses learner autonomy and the use of social networking and online learning tools to foster autonomy. It provides statistics showing high rates of social media use among university students. Extracts from interviews with students learning Turkish highlight how the Blackboard learning management system allows for Turkish practice, tracking progress, and developing awareness of the language through access to materials, quizzes and instructor feedback. The conclusion emphasizes that active learning, new technologies, learner responsibility, and independence skills can support autonomy through online interaction and reflection.
UDL Presentation
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
Elizabeth A. May Curriculum Vitae_2016
Elizabeth May has extensive experience in education, nursing, and international work. She holds a Ph.D. in Learning, Design, and Technology from the University of Georgia as well as other degrees. Her work history includes positions as a nurse manager, ESL instructor, and teacher in China and the U.S. She has taught various subjects at different levels and presented at several conferences.
Udl overview presentation
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Universal Design and the Inclusive Classroom
The document discusses the accommodation approach versus the universal design approach to accessibility. The accommodation approach views access as an individual problem solved through specialized accommodations, while the universal design approach views access issues as stemming from environmental barriers and aims to design inclusive systems for all users from the outset. It also outlines examples of accommodations commonly provided to students and recommends education about disability studies, universal design, and involving students as ways to transition from an accommodation to universal design approach.
Dual Language Instruction and ELLs
Mehnaj Ahmed's document discusses dual-language math instruction for English language learners. It outlines the relatively poor math performance of ELL students and increasing immigration trends in the US. Current approaches to ELL math instruction include placing students in general education classrooms and using a two-way immersion model where core content is taught in both English and the native language. The document also notes cognitive benefits of bilingualism and examples of local schools that have seen success using two-way immersion, though implementation can be difficult due to lack of skilled educators and opposition arguing that language switching is costly.
Recording Oral Feedback for Writing Assignments
This is a presentation I gave at both the TESL Canada 2014 Conference in Regina, SK and also at the BC TEAL 2014 Conference in Richmond, BC.
Advocate
Voki is a web-based tool that allows users to create talking avatars. It can be used for educational purposes to engage students and enhance learning. Specifically, Voki allows shy students to do oral presentations without public speaking and helps teachers introduce lessons in a more interesting way. It also benefits students with special needs or who are home-bound by providing accessible online lessons. Research has shown Voki increases opportunities for oral practice, self-monitoring, and engagement with course content. The presentation argues Voki should be unblocked from the school website since it meets technology standards and has educational value for students.
Resume 2014
Dan Jones has over 15 years of experience as a middle school English, language arts, and social studies teacher. He holds degrees in education and communication studies. Jones is skilled in curriculum development, instructional strategies like differentiation and project-based learning, and using technology to enhance learning. He has a record of improving student achievement on standardized tests and developing relationships with external partners to provide authentic learning experiences.
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I11 Commonalities Among Immersive, FLES and Secondary School Chinese Instruction
I11 Commonalities Among Immersive, FLES and Secondary School Chinese Instruction
The development of a research and writing support site for students
The development of a research and writing support site for students
Literacy in a digital age: a challenge for language teachers? Turku Finland A...
Literacy in a digital age: a challenge for language teachers? Turku Finland A...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
Learning about Language Learning on a MOOC: How Massive? How Open? How Onlin...
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...
How Can Blackboard Learning System Promote Learner Autonomy A Qualitative St...
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MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
Trends in english language teaching today
Trends in English Language Teaching Today discusses 10 key trends in English language teaching according to the author:
1. Increased networking opportunities through online communication allow teachers greater access to knowledge from others.
2. Growing interest in learner-centered approaches that consider individual learner needs, styles and abilities.
3. Emphasis on reflective teaching practices where teachers systematically evaluate and improve their own methods.
4. Use of teaching portfolios where teachers document their best practices through materials, feedback and reflections.
An underlying trend is a shift away from standardized, controlled teaching towards more complex, uncertain and emergent approaches that value diverse perspectives and relationships between teachers and learners.
Current trends in elt
The document discusses trends in English language teaching (ELT) globally. It outlines how ELT methods have changed over time from the grammar translation method to a focus on communication and oral proficiency. New approaches developed up through the 1990s based on theories including multiple intelligences, transformational grammar, and second language acquisition. Current key trends in ELT emphasize student-centeredness, reflective practice, updating practices, and using a variety of methods rather than depending on one alone. Ultimately, there is no single best method of ELT and teachers implement diverse activities to enhance their practice.
The Influence of Mother Tongue in Learning English
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
The impact of mother tongues in the learning of english language (3)
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Effects of mother tongue on student’s performance
1) Mother tongue language disrupts the smoothness of communication between students as it interrupts the use of proper English.
2) Students with a lack of confidence tend to use their mother tongue instead of English, which affects their performance in terms of communication.
3) A student's language background can impact their performance, as those without a strong English language foundation may struggle more with communication.
Syllabi in English Language Teaching
The document discusses different types of syllabi that can be used in English language teaching, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, and lexical syllabi. It emphasizes that no single type is appropriate for all situations and teachers should choose types that fit their teaching procedures, combining multiple types to create a flexible syllabus that meets student needs.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
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Improving Students’ Mastery of Vocabulary Through Flip Book Approach
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Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.Rupert.Reading.Jan 2015
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This document discusses key theories and approaches to language teaching and learning. It summarizes Vygotsky and Bruner's theories that meaningful instruction and scaffolding can help children learn and develop. It also outlines the creation of Plurilingual Schools in Buenos Aires based on social, educational, and linguistic pillars. The goals of the schools grow with learners across two cycles, with a focus on language acquisition in the first cycle and awareness of how English works in the second cycle. An interactive approach using meaningful materials and teacher mediation aims to help students solve problems and develop across four language levels. Teachers are encouraged to be critical and students show more positive attitudes towards English.
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This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
Task 4 Reporting your research project
This document outlines a research project aimed at improving fifth grade students' linguistic understanding of the English language. The general objective is to strengthen themes and contribute to English linguistic understanding through motivating intervention. Specific objectives are to create active spaces where students can listen, improve, and learn through participation in integrated activities. The theoretical framework discusses how language acquisition helps learning other languages, and how human communication relies on language development involving the senses of sight and hearing. Data collection methods included surveys, interviews, and dialogue to assess student strengths, weaknesses, comprehension, and motivation. Results and conclusions note low initial student motivation, and the need for more academic and disciplinary support for improved linguistic understanding, particularly in English.
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The aim of the article is to describe the significance of Communication oriented approach in the teaching process of English as a foreign language EFL and review the ways of using this method to improve students’ communicative competence and skills. The article focuses on the relevance of this approach as at present the communicative approach is popular in teaching foreign languages. The promotion of basics of communicative methodology is an urgent need for teaching practice, because it is the communicative methodology that is adequate to such a goal as teaching communication, and the communicative direction has been enriched with new research, that should become the property of the teachers. Also, the paper discusses current studies and ideas related to Communication oriented approach in order to provide a more vivid understanding of its implementation in EFL contexts. The author notes that Communication oriented approach will help to develop students’ progress in multiple skills at the same time. Also, the author puts forward the assumption that lessons based on the communication oriented approach can help to quickly master the skills of communication in the EFL compared to traditional lessons. Eshniyazova Tamara Matenovna "The Role of the Communication- Oriented Approach in Teaching EFL" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39828.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/39828/the-role-of-the-communication-oriented-approach-in-teaching-efl/eshniyazova-tamara-matenovna
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Web tools for english vocabulary
- 1. FACULTY DEVELOPMENT PROGRAM On “Research Trends in English Language Teaching and Research” 12-14 February 2015 Jointly Organized by Career Development Center, Parul Group of Institutes and ELT@I Vadodara Chapter 1
- 2. Amazing Web Tools to Enhance Students’ Vocabulary By Dipali H. Pandya 2
- 3. Content • Abstract • Introduction • Web Tools: 1) Quizlet 2) Word Bucket 3) Lexipedia 4) Ninja Words 5) Snappy Words • Conclusion • References “Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas.” - Wilkins (1972)3
- 4. Abstract Today students are living in a dynamic e-age. They can receive information with the click of a mouse in a fraction of a second. Students are very much hooked to the net as never before. In such situation reading book is least preferred by most students. Teaching of vocabulary to such a group of students is very demanding and teachers have to tune themselves to the changing mindset of the student community. The web tools are easy and effective ways that help the students to get multiple exposures and this ultimately helps in reinforcement of the meaning of the words in their long-term memory. Keywords: Synonyms, Antonyms, Fuzzynyms, Tired Vocabulary 4
- 5. Introduction • The web tools highlighted in this article can be used in any subject and within each tier. • Web tools include; • Dictionaries • Thesauruses • Flashcards creators and • Virtual Learning Environments 5
- 6. Web Tools: Quizlet • Flashcard Creator • Create personal sets • Share them 6
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- 23. Word Bucket • Word Bucket is a dictionary, notebook and one’s language teacher. 23
- 24. Lexipedia 24
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- 47. Conclusion • Students can attain mastery of words without paper and pencil when they use these user friendly web tools. • They are easy and effective ways that help the students to get multiple exposures and this ultimately help in reinforcement of the meaning of the words in their long term memory. 47
- 48. References • https://insidetheclassroomoutsidethebox.wordpress. com/2013/04/07/webtools-for-shift-6-academic- vocabulary-of-the-common-core • https://www.learningunlimitedlle.com/2013/05/tier ed-vocabulary • http://scaffoldingwithwebtools.wordpress.com/voca bulary 48
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