...the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used to support ELLs, discuss current theories and research in ELL development, identify and describe a standard, identify and explain several standards-based interventions or activities, and describe how I used fundamental theories of ELL instruction that help support my overall thinking. After reading the scenario, I determined that group solutions, paired summarizing, implementing writing...
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...Microsoft | The Power Relationship between Teachers and Learners in a TESOL context | [Type the document subtitle] | Student 9/6/2013 | Contents Introduction 2 Literature 3 Theories 3 Identity Formation of a Teacher 3 Language and Identity 4 Poststructuralist Perspectives on Identity 5 Positioning 7 Pronunciation factor of learners 7 Culturally relevant pedagogy 9 Conclusion 10 Works Cited 11 Introduction With rise in economic globalisation and information technology, the need for a common language became a necessity for all. It wasn’t possible to trade and have subsidiaries in foreign countries without being able to converse. Now, world has become a global village and IT has further reduced the regional barriers, that is why English came up as a common language to communicate. English became a global language and it became the necessity for every country to be equipped with English performance (Khamkhien, 2010). It has been seen that with the rise of globalization of English language teaching, the total of Non Native English Speaking (NNES) in the US who are graduated in the TESOL teaching programs have increased at a massive rate (Brain, 2004). From the last decade a considerable growth has been observed in the research of NNES and their experiences in school and society. Experts gave their views related to non-native English speaking and its advantages and drawbacks in TESOL, NNESs attitude and their behaviour in classroom, challenges...
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...PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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...spoken and studied--by far--in the North America is Spanish. Compare with French, Spanish can offer a wealth of literature of Latin language, both modern and traditional. For example, when you are reading a Latin American websites, you may find that you could gain a sense of how other people think and fee if you know Spanish. As a matter of fact, both of the languages belong to the Latin group of languages. Hence, they show some similarities too. On the one hand, French is spoken by the country of France in the continent of Europe. On the other hand, Spanish is spoken in the country of Spain in the continent of Europe. However, French and Spanish are two languages that show enormous differences between them when it comes to the pronunciation of their words, word formation and the like. It is important to know that both French and Spanish belong to the family of languages called the Indo-European family of languages. The Indo-European family of languages is otherwise called as Indo-Germanic family of languages. Since, both French and Spanish belong to the same family they show a lot of similarities too among them apart...
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...STUDY HABITS AND ACADEMIC PERFORMANCE. STUDY OF SECONDARY SCHOOL STUDENTS IN OGUTA LOCAL GOVERNMENT AREA OF IMO STATE. TABLE OF CONTENT Title Page i Approval page ii Dedication iii Acknowledgements iv Table of contents v Abstract viii CHAPTER ONE: INTRODUCTION 1.1 Background to the Study 1 1.2 Statement of the Problem 2 1.3 Scope of the Study 3 1.4 Purpose of the Study 3 1.5 Significance of the Study 4 1.6 Research questions 4 CHAPTER TWO: LITERATURE REVIEW 2.1 The concept of Study Habits 6 2.2 Defective study Habits 8 2.3 Factors Affecting Academic Performance 10 2.4 Study Habits in relation to Academic performance 13 2.5 Need for Orientation of Students on study Habits 18 2.6 Criteria for Good Study Habits 22 CHAPTER THREE 3.1 Design of the Study 28 3.2 Area of the Study 29 3.3 Population of the Study 29 3.4 Sample and Sampling Techniques 29 3.5 Instrumentation 30 3.6 Validation of Instruments 31 3.7 Reliability of the Instrument 31 3.8 Method of data Collection 31 3.9 Method of data Analysis 32 CHAPTER FOUR 4.1 Data Analysis and Presentation 33 Chapter Five 5.0 Discussion and Interpretation of Result 38 5.1 Discussion of Result 38 5.2 Education Implication of the Findings 42 5.3 Recommendation 43...
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...CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Many people would happily their profession with a teacher. A teacher has to be mantle of a lucid communicator, a fair evaluator, an adept manager, a strict disciplinarian, a healing therapist and a skillful team leader. Teachers provide more than just content to students; they are sometimes regarded as family to many students. Thus, a teacher should possess certain requisite qualities expected of him. This will help the teachers elicit the best from his students and enjoy a rewarding career too. In the following lines, we have mentioned a few characteristics of good teacher istypical. Teacher is a person who systematically works to improve another understands of a topic. The role of teacher encompasses both those who teach in classroom and the more informal teacher who, for example, work in zoos, museum and recreational areas. The work of teacher varies depending on the institution that employs them and the age or grade level of the people he or she teaches. A characteristic is a particular quality or feature that is typical of someone or something. A feature that helps to identify tell apart or describe recognizably; a distinguishing mark or trait. It is a quality or property an element of character, that which characterized. In today’s global world, the importance of English cannot be denied and ignored since English is the most common language spoken everywhere. With the help of developing technology, English has been...
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... Action Plan for English Month Celebration Academic Year 2013-2014 English month activities and contests A. Spelling bee - to spell words correctly Mechanics: 1. Each participant should bring with him/her a 1/8 illustration board, chalk and a rag. 2. The participants will have 10 seconds to think about their answers. 3. There will be three rounds; easy, average and difficult with ten questions each. 4. Proctors will tally scores and eliminate participants after every round. 5. There will be three winners; the first, second and the third placer. B. Essay writing - To write unified, coherent and well organized paragraphs. Mechanics: 1. Participants will be given exactly 1 hour for writing their entries. 2. The topic of the essay will be based on what the proctor will give. 3. The entries should be at least 500 to 700 words. 4. The entries will be read and judged by the proctors according to the given set of criteria. Creativity 40%, structure 20%, adherence to topic 10%, grammar 10%, length 10%, “wow” factor 10%. 5. There will be three winners; the first, second and the third placer. C. Declamation - To recite a declamation piece with proper pausing, intonation and rhythm with proper facial expression as well. Mechanics: 1. the criteria for judging participants will be as follows: * Delivery of speech (enunciation, voice quality, pronunciation) 50% * Gestures/emotions 30% * Stage presence...
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...Juniata College Chinese 110-01 Fall 2015 Course Syllabus Classes: M,W,Th,F 8:00AM-8:55AM World Languages Center/Humanities 102 Instructor: Jingxia Yang (杨京霞老师) Office: World Languages Center/Humanities 106 Office Hours: M,W,F:10:00-11:00AM; T, TH: 1:30pm-2:30pm, and by appointment Phone, email: 641-3669; yang@juniata.edu Goals & Objectives: This is a beginning course in modern standard (Mandarin) Chinese. Its goal is to lay a good Chinese foundation for further study, and to strive for an all-round development of communicative competence in listening, speaking, reading and writing in Mandarin Chinese in the context of Chinese culture. Specifically, you will be able to understand short, learned utterances and some sentence-length utterances. Comprehension is limited to vocabulary and some simple questions/statements about family members, age, address, time, interests, and other daily activities. You will make short statements and ask simple questions. You will be able to identify and write at least 260 characters in simplified form and read, for instructional and directional purposes, standardized messages, such as some prices in stores, times/dates on schedules, etc. You will be able to write simple fixed expressions and limited memorized material; supply information on simple forms and documents; write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple sentences. In a word...
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...These four advantages, although named differently, include own-name advantage, letter-order hypothesis, letter-name pronunciation effect, and consonant-order hypothesis. Unlike Jones and Reutzel (2012), the aim of the study conducted by Justice et al. (2006) was not to investigate the impact of specific approaches to alphabet instruction, but to explore the factors that influence the order the letters of the alphabet are learned. When looking at each of the hypotheses, children were 1.5 times as likely to know letters in their first name as letters not in their first name and 9 children were 1.02 times more likely to know a letter one position earlier in the alphabet than the letters in their first name (Justice et al., 2006, p. 377-378). Phonics Instruction Letter identification and letter sound knowledge is the foundation to reading and writing development and is one of the most significant early indicators of reading and writing success. Alphabet knowledge begins with the introduction of the twenty-six upper and lower-case letters through naming, recognition, and formation. Teaching alphabetic knowledge associates, a letter with a known symbol, or in some cases, taught in association with a picture and a keyword that begins with the...
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...The Real Ebonics Debate What Should Teachers Do? By Lisa Delpit The "Ebonics Debate" has created much more heat than light for most of the country. For teachers trying to determine what implications there might be for classroom practice, enlightenment has been a completely non-existent commodity. I have been asked often enough recently, "What do you think about Ebonics? Are you for it or against it?" My answer must be neither. I can be neither for Ebonics or against Ebonics any more than I can be for or against air. It exists. It is the language spoken by many of our African-American children. It is the language they heard as their mothers nursed them and changed their diapers and played peek-a-boo with them. It is the language through which they first encountered love, nurturance and joy. On the other hand, most teachers of those African-American children who have been least well-served by educational systems believe that their students' life chances will be further hampered if they do not learn Standard English. In the stratified society in which we live, they are absolutely correct. While having access to the politically mandated language form will not, by any means, guarantee economic success (witness the growing numbers of unemployed African Americans holding doctorates), not having access will almost certainly guarantee failure. So what must teachers do? Should they spend their time relentlessly "correcting" their Ebonics-speaking children's language so that it might...
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...QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in KY PUBLICATIONS RESEARCH ARTICLE Vol.2.Issue 4.,2015 (Oct.-Dec.) A ROLE OF ENGLISH TEACHER IN STRENGTHENING THE VOCABULARY OF THE STUDENTS Dr.S.PADMA PRIYA Assistant Professor, Department of English, Adaikalamatha College, Vallam, Thanjavur, Tamilnadu. Dr.S.PADMA PRIYA ABSTRACT This research article examines the various methods in teaching vocabulary. Vocabulary learning is an essential part in language learning process. Memorizing is a traditional and boring method for students. An English teacher should use creative techniques to imbibe new words with interactive activities. Good communication skills and basic writing skills are needed to shine better in career. Students from rural side, find very difficult to make their own sentences in English. It is an ultimate job of an English teacher to create an unstoppable enthusiasm to learn new words. A well-versed vocabulary will enable a student to perform well in class discussions, to read general books faster and to shine in various fields. An English teacher should insist a student to develop a habit of reading for pleasure. Reading beyond text books make a student versatile in all fields. Our words show our attitude. Others judge us not only with our appearance and education but also with the quality of our words. It is the teacher’s responsibility to employ effective techniques to enhance vocabulary...
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... Learning objectives have been around for a while but competencies are becoming a popular concept to include in curriculum. Learning Competencies includes listening, reading, speaking and writing are an educational term relating to the skills, behaviors and knowledge that are necessary to be successful. Learning competencies are more qualitative than quantitative, thus are less easily adaptable to a good scale. A unit of competency might be a task, a role, a function or a learning module. Academic Performance is often measured more by ear than today. Although education is not the only road to success in the working world, much effort is made to identify, evaluate and encourage the progress of students in school. Learning Competencies like increasing reading and writing vocabulary through wide like reading and word study, using appropriate comprehension strategies and effective before during, and after reading, using listening skills and using complete sentences, correct word order in sentences, these learning competencies that the students will develop. If a child fails to acquire these skills, his/her academic performance suffers. If a child is frustrated with his/her academic performance, chances are he/she drops out of school and eventually reverts to illiteracy BACKGROUND OF THE STUDY This study will be concluded at Paiisa Elementary School Grade V pupils in Paiisa Tiaong...
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...University of Phoenix Material Academic Success Answer each question below in at least 75 words per question, reflecting on your current abilities, and identify resources to strengthen your skills. Refer to the videos, readings, and other weekly assignments to help you compose your answers. |Question |Your reflection | |How would you define academic |I believe academic readiness incorporates many things. I can start with simple time management, | |readiness? |this includes the time you set aside for your classes including homework and study time. Next we | | |move into study habits. This can include note taking, time management, self control to stay on | | |task. Last but not least is the ability to keep an open mind and a positive outlook when it comes| | |to your schooling. If you can master these skills nothing will come in the way between you and | | |success. | |What concerns, if any, do you have |The only concern I have is with proper pronunciation, punctuation, and basic knowledge of proper | |with academic writing and reading? |writing. It has been many years since I first...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...NOTES ON PERSONAL LANGUAGE LEARNING EXPERIENCE John Whelpton The reminiscences and reflections collected here cover almost six decades of language learning, from childhood in Nottingham, where I was born in 1950, through study at Oxford (1968-72), teaching English in Nepal (1972-74), working as a civil servant in London (1975-81), graduate studies and teacher training in London, Nepal, India and Manchester (1981-87) to the last twenty-two years when I have been teaching English in Hong Kong but paying regular return visits to the UK and to Nepal. I began the compilation early in 1997, when I was teaching only part-time and occupied mainly with an intensive course in Cantonese and with work for an M.A. in Applied Linguistics. At the suggestion of my course director, Professor David Nunan, I had decided that my M.A.dissertation would be a diary study of my efforts with Cantonese and I needed a summary of my previous language learning experience as part of the exercise as well as for incorporation, in condensed form, in the eventual dissertation (completed in September 1998). I included any language which I had been formally taught for any length of time and also any others which I had worked at on my own over long periods, but not those which I occasionally looked at just out of linguistic interest or to learn a few phrases for short holiday trips. Earlier drafts were circulated to friends and colleagues...
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