Do the professional students need Teaching / Training in English Communication Skills? Dr VSV Laxmi Ramana
|
|
- Ross Clark
- 8 years ago
- Views:
Transcription
1 Do the professional students need Teaching / Training in English Communication Skills? Dr VSV Laxmi Ramana Abstract The worldwide demand for English has created enormous demand for quality of language teaching materials and resources. Language and communication skills are recognized as the most important elements in the education of an engineer. Since its inception in the 1970 s communicative language teaching has served as a major source of influence on language teaching practice around the world. The question comes here whether the teachers at the graduation level should train the students to use the communicative competence or teach to get language proficiency. Does the communicative language teaching mean teaching conversation by giving less emphasis on grammar in a course or an emphasis on open-ended discussion activities as main factors of the course? Language proficiency includes spoken language fluency, written language fluency, regional dialects, technical terminology and professional jargon. This paper tries to establish a concept of teaching English language for engineering students to develop communicative competence for professional development. The students in technical institutions need to be trained in the skills that help them build a career in corporate world. Key words: communication skills, teaching materials language proficiency
2 Introduction: Language and Communication Skills are recognized as important elements in the education of the modern engineer, including English for special Purposes. The insufficient level of communication skills instruction in engineering education generally serves to undermine the whole profile of the professional engineer.( Yourtseven, H.O., How does the Image of Engineering Affect Students Recruitment and Retention? : A Perspective from the USA Proc 4 th ULCEE Annual Conference on Engineering Education. Bangkok, Thailand. 2001,Pp, 62-65) Language proficiency includes spoken language fluency, written language fluency, Regional Dialects, Technical terminology and Professional jargon. Communicative competence includes the following aspects of language knowledge: - Knowing how to use language for different purposes - Knowing how to produce and understand different types of texts - Knowing how to maintain communication despite having limitations in one s language knowledge. It is vital that the students understand what is expected and what will be assessed ahead of time to facilitate education, learning and the generation of desirable characteristics, thereby delivering Formative(feedback) and Summative (Evaluation) assessment.(john, K V, Assessment of Communication Skills: Ratings of Videotaped Behavior Samples. Proc. Australian Communication Conference, Melbourne, Australia, 1996, Pp 67-74) In Engineering, one will often be required to write lab reports and technical reports. As these form a major part of one s assessment tasks, the ability to write clearly in correct academic English is important. This is not always easy, particularly for students for whom English is not their first language 441
3 The article tries to focus on the strategy of engaging engineering students into rich academic learning content, and therefore enhancing the appropriate practical knowledge and substantial employability skills. Rationally balanced, this combination is considered to be a functional model for training the engineer. Pedagogies: Since course organizers often fail to differentiate between English for Specific Purposes (ESP) or English for Academic Purposes (EAP), we need to be a little open minded when going into the area of teaching. The word method is used in various ways by different people in journals and Seminars, etc. It can be used to mean an approach which reflects a fullblown, carefully considered theory of learning or it can simply be used to refer to a class room technique for an activity. Any procedure used in the classroom will reflect some perceptions of how learning takes place. If we are to select methods appropriately, the teacher of English must remain sensitive to his students and alert to their linguistic, intellectual, social, emotional and professional needs. Research consistently has shown that traditional lecture methods dominate college and university classrooms. If more active methods are to be adopted, we need to better understand the nature of active learning. The term Active Learning is used to describe a classroom environment where the learner plays an active role in the information processing during a lecture. Professional Teaching Standards: The National Board for Professional Teaching Standards (NBPTS) first developed its standards for "accomplished" teachers of English as a new language (ENL) in the late 1990s, and then revised them in Currently, there are over 1300 Nationally Board Certified teachers in English as a New Language using the NBPTS ENL standards as a framework. Both sets of standards' revisions reflect recent changes in the educational landscape for ELLs and their teachers such as accountability expectations and assessment requirements for ELLs, emphasis on academic language learning, expansion of ESL teacher roles, developments in technology and its application to education, research-based understandings of the nature of language and language learning, the role of language and culture in learning, and the role of advocacy in the education of ELLs
4 Active learning instructional strategies include a wide range of activities that share the common element (Bonwell & Eison 1991). Active learning instructional strategies can be created and used to engage students in (a) Thinking critically or creatively, (b) Speaking with a partner, in a small group, or with the entire class, (c) Expressing ideas through writing, (d) Exploring personal attitudes and values, (e) Giving and receiving feedback, and (f) Reflecting upon the learning process Good teaching from a training perspective is viewed as the mastery of a set of skills or competencies. Experiencing teaching in a variety of different situations, with different kinds of learners and teaching different kinds of content, is how a repertoire of basic teaching skills is acquired. Teaching is not simply the application of knowledge and of learned skills. It is viewed as a much more complex cognitively driven process affected by the classroom context, the teacher s general and specific instructional goals, the teacher s beliefs and values, the learners motivations and reactions to the lesson, and the teacher s management of critical moments during a lesson. (Competence and Performance in Language Teaching by Jack I Richard, 11) Problems faced by the teachers: The Language teachers who have been working in professional colleges find it difficult to train the students in communication skills. The major reasons to be considered are: 1. The students have the opportunity to understand the subject in their mother tongue. Hence, it becomes difficult for them to come out their comfort zone
5 2. The Examination system does not examine the language proficiency instead it tries to test the retention power of the students. Hence, the students are interested to mug up five questions out of eight and it becomes easy for them to pass the exam. 3. The language teachers paraphrase the textual lesson because he has to complete the lesson (which runs into pages together) in two or three classes. He cannot concentrate on language aspects of the lesson. 4. The students feel no challenge while attending the language class, because the language class does not test his proficiency or put a challenge to his knowledge. 5. The language lab hours become mechanical because the students do not have any challenge to test their proficiency. In many colleges the Multi media lab activities are theoretically tested. Training in Soft Skills: Engineering is a lucrative field where opportunities are wide open for professionals who are trained and skilled. However, the aspirants pay least focus on the soft skills required for a successful career. The scope of soft skills goes beyond just communication skills and personality-driven traits. They make an engineer stronger, smarter and prepare him for the unpredictable and changing circumstances he might have to endure. To list some of the soft skills, Creativity, Adaptability, Bilingual, Effective Communication, Team work, Time Management, etc., play a major role for an all-round development of a professional. Soft Skills have two parts. One part involves developing attitudes and attributes, and the other part involves fine-tuning communication skills to express attitudes, ideas and thoughts well. Crucial to successful work is the perfect integration of ideas and attitudes, with appropriate communication skills in oral, written and non-verbal areas. Attitudes and skills are integral to soft skills. Literature suggests that hard skills contribute to only 15% of one's skills success while remaining 85% is made by soft skills. Most employers these days want to hire, retain and promote persons 444
6 who are dependable, resourceful, ethical, self-directed having effective communication, willing to work and learn and having positive attitude. Strategies to be practiced: Education and Internet technology has made a deep impact on perspectives about teaching and learning. Technology, today, has revolutionized in such a way that the methodology use by educators to teach language has changed. In fact, the relationships between teachers and students have undergone a phenomenal change (Barad, 2009) [1]. ICT mainly acts as a visual tool to make learning more interesting. It deals with the pragmatic aspects of using ICT with the student community. The extensive use of web, internet, blogs, e-groups, SMSs, s, socializing portals, e-dictionaries, e-encyclopedia, power point presentations, webcasting, and audio-video, as teaching tools have been made in the classroom. The student community is to be motivated to make use of internet resources and smart phones to interact with the teacher. Effective teachers use different strategies to develop a sense of community among their learners, including using group-based activities, by addressing common student interests and concerns, by regularly changing seating arrangements so that students experience working with different classmates, by using humor and other ways of creating a warm and friendly classroom atmosphere, and by recognizing that students have both social as well as learning needs in the classroom. Give the language teachers a challenge to train the students to use the language for preparing a global engineer. He can introduce the Active learning techniques to train the professionals professionally. The curriculum prescribed by the university too should challenge the language ability of the student instead of assessing the retention power of the students. Even the questions too should test the ability to use the language Conclusion: 445
7 If the language tries to challenge the proficiency levels of the students, no professional student treats English language as just another subject. The language should introduce some literary aspects through which the students automatically understands and identify the situations and comes to know how to use the language accordingly. Along with the technical vocabulary, he tries to understand the importance of broad-spectrum vocabulary. The exam should test his language ability instead of his retention power. The student is not supposed to mug up the answer. The language curriculum should be framed in such a way that it should examine the students ability to write the short stories, expansions, abridgement of the large text into small, writing the Notices, Bulletin Boards, Memos, explain the designs, using figurative language, Idioms and phrases, Letters and s, cross word puzzles, Completion of incomplete texts, book reviews, etc. With careful reflection and planning, any teacher can integrate the language skills and strengthen the language teaching and learning. When the tapestry is woven well, professionals can use English effectively
8 References 1. Bailey, Kathleen M The best laid plans: Teachers in-class decisions to depart from their lesson plans. In Kathleen M. Bailey and David Nunan (eds.), Voices from the language classroom (pp ). Cambridge: Cambridge University Press. 2. Language Teacher Cognition, 2006 In Anne Burns and Jack C. Richards (eds.), The Cambridge guide to second Language Teacher Education (pp ). Cambridge: Cambridge University Press 3. Language Teacher Education, 1933 (pp ). Amsterdam, the Netherlands: John Benjamins. Dewey, J. How wethink. New York: D. C. Heath.. 4. Angelo, T. A., & Cross, K. P. (1993).Classroom assessment techniques (Second Ed.). San Francisco: Jossey-Bass. 5. Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass. 6. Bean, J. C., Drenk, D., & Lee, F. D. (1982). Microtheme strategies for developing cognitive skills. In C. 7. W. Griffin (Ed.). Teaching writing in all disciplines. New Directions for Teaching and Learning, No. 12, San Francisco:Jossey-Bass
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the Florida Teacher Competency Exam
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the Florida Teacher Competency Exam Introduction The Florida Department of Education requires that prospective teachers take the
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More informationCourse Catalog. Graduate credit courses for professional educators. 2012 2013 Register at http://www.aspdgroup.com
Course Catalog Graduate credit courses for professional educators 2012 2013 Register at http://www.aspdgroup.com Course Titles Available Course descriptions begin on page #4 Course delivery format is indicated
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationHow To Teach English To Other People
TESOL / NCATE Program Standards STANDARDS FOR THE ACCREDIATION OF INITIAL PROGRAMS IN P 12 ESL TEACHER EDUCATION Prepared and Developed by the TESOL Task Force on ESL Standards for P 12 Teacher Education
More informationDeveloping Higher Level Thinking
Abstract Limbach, Barbara Chadron State College Waugh, Wendy Chadron State College This paper identifies an interdisciplinary, five-step process, built upon existing theory and best practices in cognitive
More informationThe primary goals of the M.A. TESOL Program are to impart in our students:
Quality of Academic Program Goals The primary goals of the M.A. TESOL Program are to impart in our students: (1) knowledge of language, i.e., knowledge of the major elements of language as a system consisting
More informationSection Two: Ohio Standards for the Teaching Profession
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationLearning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationAlbert Einstein Academies Charter Elementary School. Language Policy 2015 2016. Teaching our children today to advance our shared humanity tomorrow
Albert Einstein Academies Charter Elementary School Language Policy 2015 2016 Teaching our children today to advance our shared humanity tomorrow What is the Purpose of the Language Policy? Achieve a common
More informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationWRITING SKILLS Course Syllabus
Course code: ENG316Level: 6Section: Academic Year: 2015 Lecturer: Email: Office hours:. WRITING SKILLS Course Syllabus College Vision: The college of Languages and Translation aspires to: Develop students'
More informationProgramme Specification and Curriculum Map for MA TESOL
Programme Specification and Curriculum Map for MA TESOL 1. Programme title MA TESOL 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by
More informationCOMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The
More informationQuality Review Report 2014-2015
Office of School Quality Division of Teaching and Learning Quality Review Report 2014-2015 P.S. 289 George V. Brower Elementary School K289 900 St. Marks Avenue Brooklyn NY 11213 Principal: Dennis Jeffers
More informationAPEC Online Consumer Checklist for English Language Programs
APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,
More informationAlignment of State Standards and Teacher Preparation Program Standards
Alignment of State Standards and Teacher Preparation Program Standards Hilda Medrano Jaime Curts The University of Texas Pan American (UTPA), at the most southern tip of South Texas is located about 20
More informationAUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
More informationBilingual Education: English Language Learners Secondary Reading/LA Instruction
POINTS TO BE EARNED: 120 MPP PART I PLANNING DESCRIPTION: Write a brief description of content and intent of component. This component will enable the participants to identify processes and the techniques
More informationIntegrated Course Design
IDEA PAPER #42 Integrated Course Design L. Dee Fink University of Oklahoma Teaching is a complex human action. The many tasks that are involved comprise four general components: Knowledge of the subject
More informationOFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:
M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate
More informationRecommended Course Sequence MAJOR LEADING TO PK-4. First Semester. Second Semester. Third Semester. Fourth Semester. 124 Credits
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
More informationESL Programs and Instruction in the Schenectady City School District
ESL Programs and Instruction in the Schenectady City School District What is ESL? ESL stands for English as a Second Language. ESL students can be referred to as ELLs (English Language Learners) or LEP
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationUniversity of Kentucky 2004-2005 Undergraduate Bulletin 1
317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationREADING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
More informationGoals, Outcomes, & Performance Criteria
Goals, Outcomes, & Performance Criteria Based on the standards set forth by the professional organization, Teachers of English to Speakers of Other Languages, Inc. (TESOL*), the Goals and Standards are
More informationStrategies for Writing Effective Teaching Philosophy Statements
Strategies for Writing Effective Teaching Philosophy Statements Strategies for Writing an effective Teaching Philosophy Statement: Focus on concrete questions Make a list of qualities of an effective teacher
More informationLiteracy Literature Review for Evidence Based Practices Framework
Literacy Literature Review for Evidence Based Practices Framework The Smarter Schools National Partnership on Literacy and Numeracy is a joint initiative of the Australian Government and the Department
More informationSupporting English Language Learners
Supporting English Language Learners English language learners are a richly heterogeneous group. The paths they take to acquire a new language and to adjust to their new environment are also varied and
More informationMILLIKIN TEACHING STANDARDS
MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit
More informationMasters of Reading Information Booklet. College of Education
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
More informationTHE SCHOOL DISTRICT OF PALM BEACH COUNTY. Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement
THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,
More informationEarly Childhood Education: Introduction to Early Childhood Education
Course Description This course provides an introduction to the historical, theoretical, and developmental foundations for educating young children, with an emphasis on creating inclusive environments and
More informationCore requirements for teachers of English: knowledge and performance
Core requirements for teachers of English: knowledge and performance Dov Spolsky, Nava Horovitz, Debbie Lifschitz, Elana Milstein, Judy Steiner, Penny Ur A. Rationale The English : Principles and standards
More informationStudy Plan for Master of Arts in Applied Linguistics
Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment
More informationMaster of Arts Program in Teaching English as a Foreign Language
Master of Arts Program in Teaching English as a Foreign Language Academic Program Master of Arts Program in Teaching English as a Foreign Language Degree Offered Objectives Master of Arts (Teaching English
More informationGifted: Curriculum and Instructional Strategies Course Syllabus
Gifted: Curriculum and Instructional Strategies Course Syllabus Course Description Educators identify research-based practices and models designed to meet the needs of gifted learners and develop differentiated
More informationModern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
More informationStandard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.
Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required
More informationThe Role of ICT in Indonesian Language Learning and the Teaching of BIPA
The Role of ICT in Indonesian Language Learning and the Teaching of BIPA Wieke Gur, BahasaKita ICT (Information and Communication Technology) has been used in almost all fields of life, including in education.
More informationTESOL Professional Development
2016 TESOL Professional Development 50 years of quality education from the experts you trust I have been in school almost six years and, to date, the TESOL course has been the most interesting, challenging,
More informationPaterson Public Schools Bilingual /ESL Department 133 Ellison Street Paterson, NJ 07505
ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING English Language Learners (ELLs) participate in the following programs depending on school population and staffing. These programs, inclusive of the 90 minute
More informationNorth Carolina Professional Teaching Standards
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
More informationPlanning and Programming Guidelines for Teachers. Transition Year 9
Planning and Programming Guidelines for Teachers Transition Year 9 2010 Planning and Programming Guidelines for Teachers Transition Year 9 NT Department of Employment and Training Requirements for curriculum,
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationSample Student Learning Objectives-Educator/Student Support Specialists
Subject Area: Intellectual Disabilities Grade(s): 6 # of students covered by SLO: 5 % of students covered by SLO: 100% of Grade 6 Student Learning Objective: My 6th grade students will improve their social
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationCollege of Education and Human Development George Mason University Course Syllabus
College of Education and Human Development George Mason University Course Syllabus EDCI 520 Assessment in Bilingual/ ESL Settings Fall Semester 2005 Wednesdays 4:30 7:10 p.m. Professor: Juan Andres Otal,
More informationAND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationDynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
More informationShape of the Australian Curriculum: English. May 2009
Shape of the Australian Curriculum: English May 2009 COPYRIGHT Commonwealth of Australia 2009 This work is copyright. You may download, display, print and reproduce this material in unaltered form only
More informationNorth Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
More informationEnglish. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English
English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official
More informationTeaching Experience Below 10 yrs 10-20 yrs
267 TEACHER QUESTIONNAIRE ON ESL CURRRICULUM A STUDY ON THE TEACHING AND LEARNING OF ENGLISH AS A SECOND LANGUAGE AT THE DEGREE LEVEL IN THE ARTS AND SCIENCE COLLEGES AFFILIATED TO MANONMANIUM SUNDARANAR
More informationEffective Course, Faculty, and Program Evaluation
Effective Course, Faculty, and Program Evaluation Rena M. Palloff, PhD Managing Partner, Crossroads Consulting Group Faculty, Fielding Graduate University Keith Pratt, PhD Managing Partner, Crossroads
More informationBilingual Special Education Teacher Preparation: A Conceptual Framework. Diane Rodriguez St. John s University Angela Carrasquillo Fordham University
98 NYSABE Journal, 12, 1997 Bilingual Special Education Teacher Preparation: A Conceptual Framework Diane Rodriguez St. John s University Angela Carrasquillo Fordham University The purpose of this article
More informationCULTURE OF ONLINE EDUCATION 1
CULTURE OF ONLINE EDUCATION 1 Culture of Online Education Joy Godin Georgia College & State University CULTURE OF ONLINE EDUCATION 2 Abstract As online learning rapidly becomes increasingly more popular,
More informationCharting Your Course: Instructional Design, Course Planning, and Developing the Syllabus
Charting Your Course: Instructional Design, Course Planning, and Developing the Syllabus Danielle Mihram, Ph.D. Faculty Fellow and Director USC Center for Excellence in Teaching dmihram@usc.edu Originally
More informationMSE Special Reading K-12 36 Hour Additional Missouri Certification
MSE Special Reading K-12 36 Hour Additional Missouri Certification Summer 2015-9 hours Counseling and Collaboration 5/4/15-6/7/15 Techniques with Children, Families, and Teachers from a Biblical Worldview
More informationTESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
More informationREGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL])
REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL]) (See also General Regulations) Any publication based on work approved for a higher degree should
More informationCurriculum Development, Revision, and Evaluation Processes
Curriculum Development, Revision, and Evaluation Processes Connections Education has substantial resources for curriculum development and instructional support. The company s team of talented, experienced
More informationLiteracy Education. Master of Science in Education: Program Overview. Program Highlights
Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead
More informationM.A. in Special Education / 2013-2014 Candidates for Initial License
M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates
More informationInTASC. Model Core Teaching Standards: A Resource for State Dialogue
InTASC Model Core Teaching Standards: A Resource for State Dialogue Developed by CCSSO s Interstate Teacher Assessment and Support Consortium (InTASC) April 2011 The Council of Chief State School Officers
More informationDepartment of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009
Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,
More informationPROBLEMATICS OF TEACHING & LEARNING COMMUNICATION SKILLS IN PROFESSIONAL COLLEGES
International Journal of Advance Research In Science And Engineering http://www.ijarse.com PROBLEMATICS OF TEACHING & LEARNING COMMUNICATION SKILLS IN PROFESSIONAL COLLEGES Mohit Kumar Assistant Professor,
More informationNorth Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
More informationStanford University Graduate School of Education. EDUC/CTL 297X Teaching and Learning in Higher Education. Syllabus, Winter 2011
1 Stanford University Graduate School of Education EDUC/CTL 297X Teaching and Learning in Higher Education Syllabus, Winter 2011 Wednesdays, 2:15-5:05, School of Education 206 Instructor: Thomas Ehrlich
More informationUse of formative classroom assessment techniques in a project management course
Use of formative classroom assessment techniques in a project management course ABSTRACT Bernice M. Purcell Holy Family University Formative assessment is considered to be an evaluation technique that
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationEducational Media, Online Learning, Didactical Design, Master Program, Internet
"Educational Media": An internet based master-program for teachers and educational managers Michael Kerres University of Duisburg-Essen, Germany Chair of Educational Media and Knowledge Management Director
More informationMA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions ***
MA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions *** Code Course title Contact hours per term Number of credits BMNAT10100 Applied linguistics
More informationCHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
More informationResearch into competency models in arts education
Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School
More informationNew Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards
More informationThe National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>
Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts
More informationIDOL Outcomes and Competencies (ibstpi) 2
Instructional Design for Online Learning (IDOL) Specialization Outcomes and Specialization Competencies Updated January 2008 Table of Contents Outcomes-based curricula at Capella University...3 IDOL MS
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More information1. Programme title and designation Applied Linguistics and English Language Teaching 180-195 90-98 N/A. value equivalent. value
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Applied Linguistics and English Language Teaching 2. Final award Award Title Credit ECTS Any special criteria
More informationMASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu
MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked
More informationLANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
More informationEnglish Language Teaching 5000 Level Modules 2010/11 August 2010. 100 credits from ET5100 - ET5109, and 20 credits from ET5124 and ET5125
Degree Programmes TESOL with TESOL with Trinity Diploma by TESOL with TESOL with Trinity Diploma by Programme Requirements (Full-time local mode): (Collaborative mode): TESOL with 100 credits from ET5100
More informationHow To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
More informationEffective Sheltered Instruction Strategies
Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com
More informationDept of Teaching, Learning, and Teacher Education Fall 2015 Graduate Classes
Dept of Teaching, Learning, and Teacher Education Fall 2015 Graduate Classes **For permission codes to enroll in TEAC 889, 895, 899, 995, 996, 997, or 999 email Shari Daehling, Grad Coordinator sdaehling1@unl.edu
More informationILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
More informationSecondary School Language Policy
Secondary School Policy Philosophy In the Secondary School section of the International School of Toulouse (IST) we understand that all learning involves learning languages, learning about languages, and
More informationEducational Leadership: Human Resource Administration
Course Description This course provides a survey of the principal aspects of human resource administration for aspiring or current educational leaders. Topics covered include an overview of the history
More informationSt. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors
St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors Brooklyn Campus Long Island Campus 245 Clinton Avenue 155 West Roe Boulevard Brooklyn, NY
More informationNEW WAYS OF TEACHING AND LEARNING
NEW WAYS OF TEACHING AND LEARNING HOW DO WE TEACH AND LEARN? The aim of the project BI 2020 is to enable BI Norwegian Business School to start the dedicated work of positioning BI as an innovative and
More informationKaren Fuson, Pam Richards, and Robyn Seifert
The Math Expressions Mastery Learning Loop Keeping All Students on the Grade-Level Learning Path by Giving More Time and Support to In-Class Periodic Interventions and Out-of-Class Tier 2 & Tier 3 Follow
More informationA Primer on Writing Effective Learning-Centered Course Goals
A Primer on Writing Effective Learning-Centered Course Goals Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy A Shift from a Topic-Centered to a Learning-Centered
More informationADEPT Performance Standards. for. Classroom-Based Teachers
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
More informationMULTICULTURAL EDUCATION DEPARTMENT
MULTICULTURAL EDUCATION DEPARTMENT MULTICULTURAL EDUCATION DEPARTMENT Dr. Mihri Napoliello Chairperson mnapoliello@njcu.edu Dr. John Klosek Graduate Advisor jklosek@njcu.edu Dr. Donna Farina Graduate Advisor
More information