...CLASSIFICATION OF TEACHING METHODS IN LANGUAGE (final) A teacher‘s responsibility is not only to say all things in books, he has to convey knowledge in them to students. To do that, the teacher of language has to choose effective and suitable teaching methods. We can classify them into two groups, the former is a deductive approach and the latter is an inductive one. For the deductive approach, we can mention the grammar translation method which appeared from 1800. Through translation exercise into the students‘ mother tongue, the teacher can instruct the student’s grammar and vocabulary deductively. Students are taught to write sentences by imitating the grammar rules which they have read. “They also quickly understand the sentences by translating solely words which are taught through bilingual word lists, dictionary studies, memorization” (Richards & Rodgers, 2001, cited by Zhang, n.d). So “this method focuses on reading and writing skill rather than other skills” (Arthur, 2007). This approach is the oldest one and is excessively teacher-centered (Klapper, 2006). The teacher has to give grammar rules and the meaning of words so that students can learn by heart. The more knowledge the teacher provides, the more knowledge the students get. Although it has many weak points, it is suitable for students who start to study second language. It is the easiest and shortest way to learn new words because students hear the explanation in their native language. The inductive classification...
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...Qualitative Approaches to Classroom Research 1 Qualitative Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research...
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...(2009). Native and non-Native English Speaking Teachers’ Beleifs and Their Influence on Their Practice: A Case Study of Elementary Team-Teaching in Hsin Chu City. Taiwan Journal of TESOL, 6(2), 93-120. [4] Fauziati, Endang. (2015). Teaching English as a Foreign Language: Principle and Practice. Surakarta: Era PustakaUtama. [5] Harmer, Jeremy. (2005). How to Teach English: An Introduction to the Practice of English Language Teaching. Essex: Longman. [6] Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Longman. [7] Luo, W.-H. (2006). Collaboration between Native and Non-native English-Speaking Teachers: How does it work? The Journal of Asia TEFL, 3(3), 41–58. [8] Tsai, Jui-Min. (2007). Team Teaching and Teachers’ Professional Learning: Case Studies of Collaboration between Foreign and Taiwanese English Teachers in Taiwanese Elementary Schools. [9] Islam, Mohammad Nurul. (2011). Collaboration between...
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...Wildaliz Bermudez-Robles S00190130 Expository Essay The Influence of Puerto Rico Social Aspects in Teaching and Learning English as a Second Language. Humans have the ability to acquire a language that is necessary to defend them in their daily living. The domain of a language code will vary according to their social needs and opportunities that people have. In the process of planning a language education, it is vital to explore the social context to determine their real need to learn the language and the language mechanism to achieve that learning. In Puerto Rico, even when there is a consensus on the utility of English for purposes of employment, technology and global communication, natural situations that require English are limited, and some students do not want to take advantage of the learning English language opportunities. The importance of Puerto Rican students learning to speak English fluently is discussed in Puerto Rican community and by professional circles every day. Regardless of the efforts that the Department of Education has made throughout the years, the reality is that Puerto Rican children are not learning enough English in their schools. The students have not developed the basic English language skills to be able to uses effectively in oral, written and reading. In 1997, the Department of Education created the Project for the Development of Bilingual Citizens in order to remedy this situation. Besides, few years later the Department of...
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...The English Language Proficiency Test (ELPT) was the name of a SAT II last administered in January 2005. It was a one-hour multiple choice test given on English language proficiency by the College Board. A student whose native language was not English could have chosen to take this test instead of or in addition to Test of English as a Foreign Language (TOEFL) for college entrance depending upon requirements of the schools in which the student was planning to apply. Until 1994, the SAT II's were known as Achievement Tests. The ELPT assessed both the understanding of spoken and written standard American English and the ability to function in a classroom where English is spoken. The test was intended for students whose best language was not English; who attend U.S. high schools, or who had studied in an international school where courses were taught in English; had completed two to four years of English language instruction in an English as a Second Language program or in English enrichment courses; and/or students who spoke a language other than English at home or work. It was scored on a scale of 901 to 999. Data gathering Procedure After the discussion for formulating survey questionnaire by the researchers, subsequently, it has been checked by our adviser, ______________________ then, the research instrument will come up validation process. It was validated by_____________________ of English department. Revision were suggested by the evaluators and it was all incorporated...
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...Cultural Linguistic Autobiography Linguistic and Ethnic Background: As a bilingual facilitator and instructional coach for a primarily EL school, I’ve always wondered how much my personal cultural and linguistic background has affected my capacity to fulfill the needs of English language learners. My family and I are Mexican American with family background from Spain. I was born in Mexico and migrated to the United States at the age of 10. I grew up in a very close and proud family where Spanish was the primary language. Spanish was used in my home by my parents and English by siblings. I was never exposed to other languages until I migrated to the United States. Throughout my life I’ve been exposed to Spanish, English, French (high school) and Italian (college). I believe that my personal experience in acquiring a second language has made me realize and understand the needs of English language learners. K-12 Schools in the United States I consider myself very fortunate to have had the opportunity to attend school in Mexico from K-4th and the remaining of 4th -12th in the United States. I have to admit that my first years in the US school system were challenging but certainly rewarding. I migrated to the United States in the mid 1980’s. At that time, being an English learner was not well accepted by society. Our education system was not equipped with the proper resources. I struggled with acquiring the language properly. My parents were very concern about our education...
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...ESL Versus Mainstream Classes The College of New Jersey In the article, ESL versus Mainstream Classes: Contrasting L2 Learning Environments (TESOL Quarterly, Vol. 28, No. 2, summer 1994). Linda Harklau explores the differences between ESL and mainstream classes. The article is a result of an ethnographic study of new comer students in a San Francisco Bay area high school. Harklau felt that in order for ESOL students to successfully transition into mainstream classes the differences in instruction in the two types of classes must be identified as well as the advantages and disadvantages of both learning environments. Harklau conducted her study over a 3 ½ year period. The subjects were newcomers to the San Francisco Bat area and were all Chinese ethnic students. She chose these students for the sample group because they represented the predominant group in the ESL program. Her study consisted of 315 hours of classroom observations, samples of homework, samples of schoolwork, school records, and 38 formal interviews. What Harklau found was that there were two significant ways in which the instructions differed. First was the organization and goals of instruction and second was the contrast in the types of social interactions that occurred in each environment. Organization and goals of instruction refers to how and written and spoken language was used, how teacher’s goals affected...
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...I will learn many ways to help our children learn the English language and be successful in future endeavors. The conference is worth the money for it is not very expensive and there cannot be too high a price on a child’s education. The conference boast highly educated people in the TESOL field. I know in the past there have been conferences that have not lived up to the price the district had to pay to send teachers. This conference will help me improve my way of teaching (ELL) and I will learn ways of being more efficient with my time and resources which will mean more instruction...
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...grammar rules. It puts applicants in a real teaching atmosphere by training them to write and deal with a variety of lesson plans. It is an internationally-recognized program and a highly respected one which opens the door for the best working opportunities. CELTA holders stand out of the crowd in today's competitive job market. Correspondingly, CELTA gives me a chance to seek the best employment opportunities with competitive benefits and salaries. CELTA trained teachers are known to be the best thanks to the detailed feedback and individual attention given to candidates during the program. It can provide me with the ability to deal with teaching challenges. It can back me up in expanding my knowledge of TESOL fundamentals. It does no only expose candidates to TESOL theory, but...
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...Introduction The concern for learning academic English has seen a rise rapidly, as increasingly, non-native speakers of English are becoming part of academic institutions in the global context which creates interest in the field of academic English teaching (Charles & Pecorari, 2016, p.20). This report will present four annotated bibliographies dealing with issues in English for academic purposes. Annotated Bibliographies Coxhead, A. (2000). A New Academic Wordlist. TESOL Quarterly 34(2), 213-230. The purpose of the author in this paper is to help teachers and students of academic English by providing them with a ready list for reference at a tertiary level, that is, at the time of self-study. In this study, the author has attempted to come up with a method that can help to derive a vocabulary specific to academic English, an academic word list (AWL), based on large corpus of words. In doing this, the author consulted a...
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...International Journal of Education and Practice, 2013, 1(7):75-86 International Journal of Education and Practice http://www.pakinsight.com/journals/IJEP.htm POSTER PRESENTATIONS COMMUNICATION SKILLS IMPROVE ENGINEERING STUDENTS’ Tharwat M. EL-Sakran English Department American university of SharjahSharjah, United Arab Emirates David Prescott English Department American university of SharjahSharjah, United Arab Emirates ABSTRACT This research reports the procedures the writers have employed in teaching several academic and workplace communication skills through engineering multidisciplinary projects (EMDPs). In these projects students are divided into teams, with each team comprising a minimum of three and a maximum of four students from different engineering majors. The students choose and appoint a team leader, choose a research topic/problem in the surrounding environment that requires input from all team members and collaboration from all students, each in his/her respective discipline, in finding a solution to the situation/problem. Team members choose the topics, obtain approval of the topics from cooperating engineering faculty and the course instructor, and then prepare detailed research proposals. They receive specialist feedback on their proposals, and based on how detailed their proposals are, are given the go ahead to proceed with their research. The execution of the research project requires the use of several technical communication...
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...Over the past several decades, the TESOL community in general has seen an increase in the interest in the use of data-driven learning approaches. Most of these have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabulary that has been investigated has been that used mostly in academic writing. However, there has been little empirical study into the acquisition and use of two types of vocabulary common in academic writing, linking adverbials and reporting verbs. In addition, most studies into data-driven learning and academic vocabulary acquisition have assumed that the acquisition of this vocabulary will automatically lead to better academic writing. However, there have been no studies which have confirmed these assumptions. This study will attempt to fill these gaps in the literature. It investigates the acquisition of linking adverbials and reporting verbs, two sets of vocabulary that are difficult for ESL writers to master, with the use of data-driven learning techniques. In addition to looking at the acquisition of this vocabulary specifically, this study investigates whether these approaches also contribute to students’ progress in their academic writing. Results indicate that data-driven learning techniques do in fact help students acquire and better employ linking adverbials in their writing, although they do not help in the case of reporting verbs. No correlations to increases in student...
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...Running Head: ESL INVESTMENT IN CHINA Investment in ESL Education Business in China: Making Decisions through Comparison Analysis Karen Ning University of Delaware When English has been recognized as the universal language in globalization (Nunan, 2003), English language service has become a lucrative business in Asian emerging markets, especially in China. A large number of professionals have conducted research regarding English language service in nations where students learn English as a Second Language (ESL). However, it appears that research has stopped since investors started making money from the ESL business. Although private ESL courses have been well received by both children and adults in China in the recent decade, entrepreneurs usually prefer to invest their money in one project to test its market potential in the beginning. Hence, businessmen should at least undertake a comparison analysis involving children’s and adults’ courses before investing their capital in the ESL education business in China. According to Jules Dupuit, a famous economist in nineteenth century (Boardman, Greenberg, Vining, & Weimer, 1996), the evaluation before making a sound investment decision involves comparing the total expected cost of each option against the total expected benefits. Without a doubt, cost, sales record, and long-term benefits are vitally important for ESL education business investors in China today. Low cost is crucial for any competing business. It appears...
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...The best way to improve the quality of education is to increase teachers' salaries The issue of how to improve the quality of education has attracted the public attention all over the world. Some may argue that raising teachers’ paycheck is the best way to achieve such goal. In my opinion, despite several benefits, this proposal is not the best solution. Admittedly, raising teachers’ salaries is a good way for better education performance. Since a high salary represents a highly valued and appreciated job, to give teachers more decent paycheck may boost their self-esteem and motivate them to optimize their syllabus. Besides, a higher salary makes the job market more competitive. In the past, the brightest intellectuals may pick more challenging and profitable jobs; however, with the salary-raising policy, teachers would become more desirable. Since quality of teachers largely determines that of the education, we could expect better education with the boom of higher qualified teachers. However, to say raising teachers’ salaries is the best option is definitely an overstatement. On one hand, to raise teachers’ salaries means students have to afford more tuition fees. In this case more families would have to face heavy financial burden, where kids are easily being affected. Some from poor families would even have to drop out. According to a recent survey conducted by Chinese Academy of Social Science, after polling hundreds of teenage dropouts, most respondents claimed...
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...NGUYỄN QUỐC TUẤN 11 Tran Quang Dieu Street, Ward 14, District 3, HCMC PERSONAL INFORMATION Full name : NGUYỄN QUỐC TUẤN Gender : Male Date of birth : March 26th, 1991 Mobile phone : 01212 097754 Email : tuannguyen26391@gmail.com CAREER OBJECTIVE Obtain a position as an English Teacher that will utilize my strong dedication to children’s development and to their educational needs. EDUCATION ❖ Bachelor of English ( HCMC Open University) (2009-2014) ACHIEVEMENTS - Average Score: 7.34 - Cambridge Business English Certificate: B2 - Following a course of Master of Education in TESOL Program in HCMC Open University. EXPERIENCE RECORD 1) From 3/2010- 12/2010 : Thần Đồng Language School Position : Teaching Assistant Key responsibilities: ➢ Provided a fun, fruitful, and interactive learning experience ➢ Conducted lectures and exercises ➢ Evaluated students’ performance through written and practical examinations ➢ Corrected test papers and other academic outputs ➢ Attended to students’ needs 2) From 2/2011 – 6/2013 : Freelance Position : Tutor (for foreigners, high school students… ) Key responsibilities: ➢ Assist students with their needs individually or in small groups ➢ Help students understand their instructors' instructions, comments...
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