Co-Lang 2014 Pedagogical Grammars. Day 1, Monday: What is a pedagogical grammar? Who is the audience?

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Co-Lang 2014 Pedagogical Grammars. Day 1, Monday: What is a pedagogical grammar? Who is the audience?"

Transcription

1 Co-Lang 2014 Pedagogical Grammars Day 1, Monday: What is a pedagogical grammar? Who is the audience? This course will look at pedagogical grammars or teaching grammars in the broadest sense. A. Background on Typology of Grammars What kinds of grammars are there? Descriptive Grammar (Traditional) Grammar Reference Grammar Grammar/Grammatical Sketch Grammar of specific parts of a language The Lakhota Noun Phrase Caddo Verb Morphology The Phonology of Igbo Theoretical Grammar Comparative Grammar Pedagogical Grammar Comparison of Good Grammars (from Rice 2006: ) Li (1946) Chipewyn : This is a sketch of Chipewyn, an Athabaskan, but still the best introduction to get students started. Rice (1989) A Grammar of Slave: Reference grammar, multi-year project with the goal of being as comprehensive as possible. Valentine (2001) Grammar of Nishnaabwin: A reference grammar with explicit goal to include speakers of the language as the audience. In the past twenty years, the field of descriptive linguistics has changed to make grammars understandable and useful in the communities. This is best done with community support.

2 GROUP WORK 1 In groups of 2-4, look at several grammars. What kind of grammars are they? Who are their audiences? B. Defining a Pedagogical Grammar: (This section is modified from Richard Towell 2004) A pedagogical grammar is a description of a given language that has been created (usually in written form but can be digital) with the intention of enabling a defined set of second language learners to learn that language. As such, it is influenced by several external factors: It is written with a specific audience in mind; It makes use of one or more linguistic theories in establishing its descriptive framework; It makes a number of theoretical assumptions about how learners learn a second language. It is generally prescriptive, or at least it standardizes language that will become prescriptive standards. It often includes or is accompanied by a set of complementary exercises. (In other words, there are certain sections that are not found in other kinds of grammars). We will look at each of these factors in turn. 1. Audience What other languages do they know? Determines what language it is written in. How much about the language do they know? Determines level: Beginner, intermediate, advanced How old are they? Determines what they can do, how they learn, Affects interests and themes/topics

3 What do they want to learn, or their interests? Do they want to speak or write/read? Do they want to learn the language to complete specific tasks or functions? Have they ever learned another language as a second language? Have they ever studied the structure of a language in school? May affect their knowledge of grammatical concepts and terms Pedagogical grammars explain how language works, whether that is explicitly or implicitly. To do this they make use of a combination of textual explanation and examples. Pedagogical grammars will not work if they do not appeal to their audience. Therefore, the textual explanations must not use terminology that the audience will not understand; the terminology has to be within their reach. (Tuesday class) The examples have to be written to stick in the mind. They will do so if they strike a chord with the audience by addressing their set of interests. They will do so if they are A-hah! I have heard that before, now it makes sense. 2. The Influence of Linguistic Theory Pedagogical grammars, and descriptive or reference grammars, should be neutral to overt linguistic theory. Theories come and go, and you do not want to have the learner have to learn the theoretical conventions on top of the language (and perhaps the terminology). This being said, all grammars adopt a frame of reference that ultimately derives from what linguists have said about the linguistic structure of the language in question. Even what is presented, in what order, has bias. For example, starting with the noun phrase first is a bias based on hundreds of years of Indo-European grammars. Teaching by starting with nouns This is a X, That is an X, is also a reflection of this bias. The bias and traditions will vary greatly: French, English, Spanish and German have literally centuries of linguistic scholarship to draw on. Other languages may have less. For the much-studied languages, pedagogical grammars usually draw on standard reference grammars and the work of descriptive linguists and re-interpret the information to be found there. For less studied languages the author of a pedagogical grammar may find him or herself also doing the work of a reference grammarian prior to, or at the same time

4 as, the work of interpreting the analysis for the learning audience. With endangered language communities that want a teaching grammar and that have no prior description (or very little description), it is almost imperative that both be done at the same time. Some pedagogical grammars have adopted a functional approach that places grammatical forms in a communicative context. The functions of language overlap with what people want to do in their language, although the order they want to learn it in may not correspond. Currently, most linguistic descriptions are still based on classical written texts but computer technology is now making available 'authentic' corpora which should provide reference points derived from a wider range of written text (e.g. newspapers and other media) and from oral language. 3. Language Learning Theory, Approaches, and Methods We will cover this more in Day 3. In the meantime, simply in providing an explanation of how a given language works, authors of pedagogical grammars are already making a theoretical assumption. In the case, the assumption is that explanations help in language learning. This is an assumption that is not without question. Where you and the community stand in this will determine a lot about the pedagogical approach and your pedagogical grammar. On one end of the spectrum is the Grammar Translation Method uses explicit learning of rules followed by translation (oral or written) and reading and writing exercises. On the other end are natural methods were grammar is never explicitly taught but emerges from language in context. In the middle are communicative and task-based methods that may use both explicit and implicit focus on grammatical structures. We will cover second language acquisition (abbreviated as L2) more on Day 3. A pragmatic view is that teaching grammar explicitly may well be the only (or preferred) method we have available for learners over the age of seven, and therefore we must make the process as efficient as possible. This means making the explanations as clear as possible for the defined audience. Another theoretical bias is whether to teach everything in the target language (full immersion), or parts of the classes (partial immersion), or non of the class except oral drills or exercises. Most L2 research shows that immersion works (why?) but some communities may feel uncomfortable with this technique at first. A pragmatic view is that language teaching must balance access to the language, which usually

5 means hearing it in immersion settings, with comfort level of the learners. Pedagogical grammars can reflect that view. Finally, a particular feature of a successful pedagogical grammar is likely to be a fit with the existing knowledge of the learner. If the concept of a natural route of learning is correct, it follows that pedagogical grammars need to be highly 'level sensitive' and present exactly the knowledge that the learner can fit on top of their existing knowledge. Too little and it will overlap with what is already known, too much and the learner will not be able to integrate it into his or her developing language system. GROUP WORK 2 In your same group, look at your grammars again. What are their theoretical biases? Do they use explicit or implicit grammar teaching? 4. A Note on Pedagogy as Prescription What is a prescriptive grammar (versus a descriptive grammar?) *Where is the store at? Where is the store? Why are pedagogical grammars prescriptive? Pedagogical grammars teach people how the language should be spoken. This is by definition prescriptive. Minority languages are a bit better here because there may not be a tradition of school or elite language versus unschooled or unprestigious dialects. If this is true, then the pedagogical can teach how the language is spoken, closer to a description. However, all languages have some sort of variation: regional dialect, age, gender, class ( good or bad ), formal or informal. Which variations do you teach? If you provide too many variations, it can be confusing for the learner. All your choices standardize the language. If you present one dialect before another, it is the one listed first is generally the one that becomes more standard. These issues may be lessen as find/replace options and distribution options over the web make it easier to tailor one pedagogical grammar to differing dialects quickly and cheaply.

6 5. Parts of Grammars In the definition of pedagogical grammars, we said that they include exercises or practices (or drills if older) for the students. What other parts do they have? How does the audience affect the parts that are included? GROUP WORK 3 In groups of 2-4, look at your grammars one more time. What parts do the descriptive/reference grammars have? What parts do the pedagogical grammars have? Reference Grammars Table of Contents The more information the better! Grammars are often not read sequentially but 'dipped into' in search of specific pieces of information. List of Abbreviations used in glosses Language Ethnographic and language status information Overview of language typology Language chapters ( listen to the language ) (Glossary) Especially useful when target audience includes community members (Lexicon) List of words with part of speech and short definition. This used to be standard in descriptive grammars, but are often not used today in larger reference grammars. Index Pedagogical Grammars Table of Contents Like reference grammars, the more explanative the titles the betters. Titles that are just Lesson 1.7 do not help the reader. Titles in just the target language are also not as helpful to the uninitiated How to Use Acknowledge the audience

7 Notes to teachers and learners on use Gives the philosophy or approach of the author(s) Language Language Units Language Lessons EXERCISES (Glossary) More common in grammar-translation approaches. Lexicon Very helpful for learners, especially if no dictionary exists or if too expensive to require another book. Index Suggested Readings: Rice, Keren, A typology of good grammars. Studies in Language 30:2, Mithun, Marianne, Grammars and the community. Studies in Language 30:2, Towell, Richard Design of a Pedagogic Grammar. Center for Language, Linguistics and Area Studies. hiitp://llas.ak.uk. Accessed June 16, 2014.

An Overview of Applied Linguistics

An Overview of Applied Linguistics An Overview of Applied Linguistics Edited by: Norbert Schmitt Abeer Alharbi What is Linguistics? It is a scientific study of a language It s goal is To describe the varieties of languages and explain the

More information

SignLEF: Sign Languages within the European Framework of Reference for Languages

SignLEF: Sign Languages within the European Framework of Reference for Languages SignLEF: Sign Languages within the European Framework of Reference for Languages Simone Greiner-Ogris, Franz Dotter Centre for Sign Language and Deaf Communication, Alpen Adria Universität Klagenfurt (Austria)

More information

How do the principles of adult learning apply to English language learners?

How do the principles of adult learning apply to English language learners? Beginning to Work with Adult English Language Learners: Some Considerations MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education (NCLE) October 2001 This article discusses

More information

Comparative Analysis on the Armenian and Korean Languages

Comparative Analysis on the Armenian and Korean Languages Comparative Analysis on the Armenian and Korean Languages Syuzanna Mejlumyan Yerevan State Linguistic University Abstract It has been five years since the Korean language has been taught at Yerevan State

More information

AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES (ACTFL)

AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES (ACTFL) AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES (ACTFL) PROGRAM STANDARDS FOR THE PREPARATION OF FOREIGN LANGUAGE TEACHERS (INITIAL LEVEL Undergraduate & Graduate) (For K-12 and Secondary Certification

More information

Test at a Glance. About this test

Test at a Glance. About this test English to Speakers of Other Languages (0360) Test at a Glance Test Name English to Speakers of Other Languages Test Code 0360 Time 2 hours, with a 30-minute listening section Number of Questions 120,

More information

Study Plan for Master of Arts in Applied Linguistics

Study 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 information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

French Language and Culture. Curriculum Framework 2011 2012

French 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 information

, Review: Applied Linguistics: Elsner & Kessler (2013)

, Review: Applied Linguistics: Elsner & Kessler (2013) 24.4586, Review: Applied Linguistics: Elsner & Kessler (2013) EDITOR: Daniela Elsner EDITOR: Jörg U. Keßler TITLE: Bilingual Education in Primary School SUBTITLE: Aspects of Immersion, CLIL, and Bilingual

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

COMMUNICATION 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 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 information

oxford english testing.com

oxford english testing.com oxford english testing.com The Oxford Online Placement Test What is the Oxford Online Placement Test? The Oxford Online Placement Test measures a test taker s ability to communicate in English. It gives

More information

English language. GCSE subject content and assessment objectives

English language. GCSE subject content and assessment objectives English language GCSE subject content and assessment objectives Contents Introduction 3 Subject content 4 Assessment objectives 6 2 Introduction GCSE subject criteria set out the knowledge, understanding,

More information

Feather in Her Hat: 200 English Idioms & Expressions for. Advanced English Language Learners

Feather in Her Hat: 200 English Idioms & Expressions for. Advanced English Language Learners Feather in Her Hat: 200 English Idioms & Expressions for Advanced English Language Learners By Erin N. O Reilly Copyright 2013 Strategic L2 www.strategicl2.com Amazon Edition Cover Art: istock All rights

More information

Activity: Vocabulary Building Level: Beginner, Intermediate, Lower Advanced

Activity: Vocabulary Building Level: Beginner, Intermediate, Lower Advanced Activity: Vocabulary Building Level: Beginner, Intermediate, Lower Advanced I n s t r u c t i o n s f o r Te a c h e r s This list is meant to be used as a vocabulary building tool for use in class and

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

Historical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics?

Historical Linguistics. Diachronic Analysis. Two Approaches to the Study of Language. Kinds of Language Change. What is Historical Linguistics? Historical Linguistics Diachronic Analysis What is Historical Linguistics? Historical linguistics is the study of how languages change over time and of their relationships with other languages. All languages

More information

CENTER FOR TEACHING & LEARNING EXCELLENCE

CENTER FOR TEACHING & LEARNING EXCELLENCE CENTER FOR TEACHING & LEARNING EXCELLENCE Faculty Excellence Equals Student Success TL3075: Teaching Workplace English for Speakers of Other Languages Developed and Facilitated by Maria Bazán-Myrick Slide

More information

Secondary School Language Policy

Secondary 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 information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below.

Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below. When you have to write a lesson plan is it sometimes difficult to write down your aims? This lesson will give you ideas on how to write better aims when you need to. Task 1 Milly s dilemma. Milly is asking

More information

Master of Arts in Linguistics Syllabus

Master of Arts in Linguistics Syllabus Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university

More information

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary) 12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to

More information

Class contents and exam requirements Code 20365 20371 (20421) English Language, Second language B1 business

Class contents and exam requirements Code 20365 20371 (20421) English Language, Second language B1 business a.y. 2013/2014-2014/2015 Class contents and exam requirements Code 20365 20371 (20421) English Language, Second language B1 business Program Master of Science Degree course M, MM, AFC, CLAPI, CLEFIN FINANCE,

More information

Teaching English as a Foreign Language (TEFL) Certificate Programs

Teaching English as a Foreign Language (TEFL) Certificate Programs Teaching English as a Foreign Language (TEFL) Certificate Programs Our TEFL offerings include one 27-unit professional certificate program and four shorter 12-unit certificates: TEFL Professional Certificate

More information

Culture and Language. What We Say Influences What We Think, What We Feel and What We Believe

Culture and Language. What We Say Influences What We Think, What We Feel and What We Believe Culture and Language What We Say Influences What We Think, What We Feel and What We Believe Unique Human Ability Ability to create and use language is the most distinctive feature of humans Humans learn

More information

Teaching Framework. Framework components

Teaching Framework. Framework components Teaching Framework Framework components CE/3007b/4Y09 UCLES 2014 Framework components Each category and sub-category of the framework is made up of components. The explanations below set out what is meant

More information

Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134)

Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134) Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134) Very young children learn vocabulary items related to the different concepts they are learning. When children learn numbers or colors in

More information

Teaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal

Teaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal Teaching and Learning Mandarin Tones 19 th May 2012 Rob Neal Aims of the presentation Reflect on why tones are so challenging for Anglophone learners Review several empirical studies which have examined

More information

UNIVERSITY OF JORDAN ADMISSION AND REGISTRATION UNIT COURSE DESCRIPTION

UNIVERSITY OF JORDAN ADMISSION AND REGISTRATION UNIT COURSE DESCRIPTION Course Description B.A Degree Spanish and English Language and Literature 2203103 Spanish Language for Beginners (1) (3 credit hours) Prerequisite : none In combination with Spanish for Beginners (2),

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

THE BACHELOR S DEGREE IN SPANISH

THE BACHELOR S DEGREE IN SPANISH Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers

Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers What is the Common European Framework of Reference? The Common European Framework of Reference gives

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Contens. TBL Methodology - What is Task Based Learning? 3. The structural framework of TBL 5. TBL activities - examples 7.

Contens. TBL Methodology - What is Task Based Learning? 3. The structural framework of TBL 5. TBL activities - examples 7. Task Based Learning This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any

More information

READING SPECIALIST STANDARDS

READING 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 information

READ 6305 READ 6308 READ 6351 READ 6307 READ READ 6310 READ 6313 READ 6345 READ 6329 READ 6356 READ 6323 READ READ 6357

READ 6305 READ 6308 READ 6351 READ 6307 READ READ 6310 READ 6313 READ 6345 READ 6329 READ 6356 READ 6323 READ READ 6357 Reading Specialist Certification Option Reading M.Ed. Program (Beginning Fall 2012) College of Education, University of Texas-Pan American Components of Reading: The Reading Specialist applies knowledge

More information

TEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION

TEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION DOMAIN I LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION COMPETENCY 1 THE ESL TEACHER UNDERSTANDS FUNDAMENTAL CONCEPTS AND KNOWS THE STRUCTURE AND CONVENTIONS OF THE ENGLISH LANGUAGE Skill 1.1 Understand

More information

Hot Seat: Student-Generated Interactive Questions and Conversation Activities

Hot Seat: Student-Generated Interactive Questions and Conversation Activities Hot Seat: Student-Generated Interactive Questions and Conversation Activities Overview For students who are eager for more speaking practice, using an interactive, conversational activity like Hot Seat

More information

Goals, Outcomes, & Performance Criteria

Goals, 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 information

How to become a successful language learner

How to become a successful language learner How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may

More information

Applied Linguistics to Foreign Language Teaching and Learning

Applied Linguistics to Foreign Language Teaching and Learning Applied Linguistics to Foreign Language Teaching and Learning Unit 1: Evdokia Karavas School of Philosophy Faculty of English Language and Literature Main issues of this unit What is linguistics? What

More information

International Journal of Asian Social Science, 2013, 3(12): 2469-2476. International Journal of Asian Social Science

International Journal of Asian Social Science, 2013, 3(12): 2469-2476. International Journal of Asian Social Science International Journal of Asian Social Science ISSN(e): 2224-4441/ISSN(p): 2226-5139 journal homepage: http://www.aessweb.com/journal-detail.php?id=5007 THE EFFECT OF USING GRAMMAR-TRANSLATION METHOD ON

More information

A Report on my Foreign Language Learning Experience BA English Language and Communication

A Report on my Foreign Language Learning Experience BA English Language and Communication Focus A Report on my Foreign Language Learning Experience BA English Language and Communication 1 I aim to discuss and evaluate my acquisition of the grammatical systems of foreign languages; focusing

More information

CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English

CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English CALIFORNIA STATE UNIVERSITY, HAYWARD DEPARTMENT OF ENGLISH Assessment of Master s Programs in English [Note: Program descriptions are given at the end of this document.] Student Learning Outcomes (SLOs):

More information

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language

More information

Points of Interference in Learning English as a Second Language

Points of Interference in Learning English as a Second Language Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when

More information

209 THE STRUCTURE AND USE OF ENGLISH.

209 THE STRUCTURE AND USE OF ENGLISH. 209 THE STRUCTURE AND USE OF ENGLISH. (3) A general survey of the history, structure, and use of the English language. Topics investigated include: the history of the English language; elements of the

More information

Minnesota Teacher Licensure Examinations (MTLE) Overview. August 1, 2013

Minnesota Teacher Licensure Examinations (MTLE) Overview. August 1, 2013 Minnesota Teacher Licensure Examinations (MTLE) Overview August 1, 2013 Statutory Requirements History 1985 Legislation: Basic Skills examinations in Reading, Writing, and Mathematics 1998 Legislation:

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

Electronic offprint from. baltic linguistics. Vol. 3, 2012

Electronic offprint from. baltic linguistics. Vol. 3, 2012 Electronic offprint from baltic linguistics Vol. 3, 2012 ISSN 2081-7533 Nɪᴄᴏʟᴇ Nᴀᴜ, A Short Grammar of Latgalian. (Languages of the World/Materials, 482.) München: ʟɪɴᴄᴏᴍ Europa, 2011, 119 pp. ɪѕʙɴ 978-3-86288-055-3.

More information

Communication Process

Communication Process Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews

BBC Learning English Talk about English Business Language To Go Part 1 - Interviews BBC Learning English Business Language To Go Part 1 - Interviews This programme was first broadcast in 2001. This is not a word for word transcript of the programme This series is all about chunks of language

More information

TExES English as a Second Language Supplemental (154) Test at a Glance

TExES English as a Second Language Supplemental (154) Test at a Glance TExES English as a Second Language Supplemental (154) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Assessment in Modern Foreign Languages in the Primary School

Assessment in Modern Foreign Languages in the Primary School Expert Subject Advisory Group Modern Foreign Languages Assessment in Modern Foreign Languages in the Primary School The National Curriculum statutory requirement from September 2014 asks Key Stage Two

More information

MODERN WRITTEN ARABIC. Volume I. Hosted for free on livelingua.com

MODERN WRITTEN ARABIC. Volume I. Hosted for free on livelingua.com MODERN WRITTEN ARABIC Volume I Hosted for free on livelingua.com TABLE OF CcmmTs PREFACE. Page iii INTRODUCTICN vi Lesson 1 1 2.6 3 14 4 5 6 22 30.45 7 55 8 61 9 69 10 11 12 13 96 107 118 14 134 15 16

More information

What Do We Mean By Grammar?

What Do We Mean By Grammar? A Text-based Grammar for Expository Writing Teaching Grammar in the CSU Expository Reading and Writing Course Kathleen Dudden Rowlands Ph.D. krowlands@csun.edu California State University, Northridge Based

More information

TESOL 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 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 information

TKT Module 1: Presentation techniques and introductory activities Teacher s Notes

TKT Module 1: Presentation techniques and introductory activities Teacher s Notes Teacher s Notes Description Participants discuss some different presentation techniques and introductory activities, which are tested in TKT Module 1 Part 3. They consider the advantages of some of these

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

English Language Teaching 5000 Level Modules 2010/11 August 2010. 100 credits from ET5100 - ET5109, and 20 credits from ET5124 and ET5125

English 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 information

A Dual Focus on Form and Meaning in EFL Communicative Instruction

A Dual Focus on Form and Meaning in EFL Communicative Instruction A Dual Focus on Form and Meaning in EFL Communicative Instruction I-Shou University, Kaohsiung Abstract This paper examines an issue concerning the relative merits and drawbacks of focusing on form (accuracy)

More information

The primary goals of the M.A. TESOL Program are to impart in our students:

The 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 information

Courses Description. ELI 600 Second Language Acquisition 3

Courses Description. ELI 600 Second Language Acquisition 3 Courses Description ELI 600 Second Language Acquisition 3 This course introduces the students to the major theories and issues in second language acquisition, as well as the theories and assumptions that

More information

WRITING A CRITICAL ARTICLE REVIEW

WRITING A CRITICAL ARTICLE REVIEW WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The

More information

Graded Examinations in Spoken English (GESE) Guide for placing students

Graded Examinations in Spoken English (GESE) Guide for placing students Graded Examinations in Spoken English (GESE) Guide for placing students 1 Contents GESE exams The Basics... 3 Exam levels and format... 3 Exam tasks... 4 Exam linguistic requirements... 5 Choosing the

More information

HOME IN ON HOLLAND. Direct Dutch Institute (in-) company courses. Laan van Nieuw Oost-Indië 275 2593 BS Den Haag The Netherlands 0031(0)70 365 46 77

HOME IN ON HOLLAND. Direct Dutch Institute (in-) company courses. Laan van Nieuw Oost-Indië 275 2593 BS Den Haag The Netherlands 0031(0)70 365 46 77 HOME IN ON HOLLAND Direct Dutch Institute (in-) company courses Laan van Nieuw Oost-Indië 275 2593 BS Den Haag The Netherlands 0031(0)70 365 46 77 1 BESTE COLLEGA S Ik wil graag Nederlands leren. Blijf

More information

Reading Specialist (151)

Reading Specialist (151) Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Modern foreign languages

Modern 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 information

Computer Assisted Language Learning (CALL): Room for CompLing? Scott, Stella, Stacia

Computer Assisted Language Learning (CALL): Room for CompLing? Scott, Stella, Stacia Computer Assisted Language Learning (CALL): Room for CompLing? Scott, Stella, Stacia Outline I What is CALL? (scott) II Popular language learning sites (stella) Livemocha.com (stacia) III IV Specific sites

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS 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 information

ENGLISH LANGUAGE. A Guide to co-teaching The OCR A and AS level English Language Specifications. A LEVEL Teacher Guide. www.ocr.org.

ENGLISH LANGUAGE. A Guide to co-teaching The OCR A and AS level English Language Specifications. A LEVEL Teacher Guide. www.ocr.org. Qualification Accredited Oxford Cambridge and RSA A LEVEL Teacher Guide ENGLISH LANGUAGE H470 For first teaching in 2015 A Guide to co-teaching The OCR A and AS level English Language Specifications Version

More information

WHY DO WE NEED GRAMMAR?

WHY DO WE NEED GRAMMAR? Trinity Certificate in TESOL Trinity TESOL Study Resource no 7: Teaching Grammar in Context When we teach grammar, we not only help our learners to express themselves, but we also fulfil their expectations

More information

Heritage Voice: Program. Lenape Language Education Program of the Lenape Nation of Pennsylvania and Swarthmore College

Heritage Voice: Program. Lenape Language Education Program of the Lenape Nation of Pennsylvania and Swarthmore College Heritage Voice: Program Lenape Language Education Program of the Lenape Nation of Pennsylvania and Swarthmore College PO Box 451 Easton, PA 18044 www.lenapenation.org/lenapelanguage.html www.swarthmore.edu/socsci/linguistics/lenapelanguageresources

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information

Programme Specification (Postgraduate) Date amended: March 2012

Programme Specification (Postgraduate) Date amended: March 2012 Programme Specification (Postgraduate) Date amended: March 2012 1. Programme Title(s): MA in Applied Linguistics and TESOL 2. Awarding body or institution: University of Leicester 3. a) Mode of study Campus:

More information

DIPLOMARBEIT. Titel der Diplomarbeit. Comparison of Grammar in Austrian and Spanish English Language Teaching Textbooks. Verfasser.

DIPLOMARBEIT. Titel der Diplomarbeit. Comparison of Grammar in Austrian and Spanish English Language Teaching Textbooks. Verfasser. DIPLOMARBEIT Titel der Diplomarbeit Comparison of Grammar in Austrian and Spanish English Language Teaching Textbooks Verfasser Philipp Kamhuber Angestrebter akademischer Grad Magister der Philosophie

More information

GUIDELINES AND PROCEDURES: TESOL MA COMPREHENSIVE EXAMINATION California State University, Los Angeles (Updated October 2010)

GUIDELINES AND PROCEDURES: TESOL MA COMPREHENSIVE EXAMINATION California State University, Los Angeles (Updated October 2010) GUIDELINES AND PROCEDURES: TESOL MA COMPREHENSIVE EXAMINATION California State University, Los Angeles (Updated October 2010) A. GENERAL INFORMATION 1. Purpose: The purpose of the Comprehensive Examination

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan An audio recorder is one of the important tools that should be used in every lesson for new

More information

Cohesive devices Teacher resource: textual features

Cohesive devices Teacher resource: textual features Cohesive devices Teacher resource: textual features Textual features relevant to the second objective of Dimension 2 are described below. These are features that teachers may like to draw on to further

More information

READING THE NEWSPAPER

READING THE NEWSPAPER READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS 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 information

Bachelor in Deaf Studies

Bachelor in Deaf Studies Bachelor in Deaf Studies COURSE CODE: PLACES 2008: POINTS 2007: AWARD: 20 n/a Degree ENTRY REQUIREMENTS: Matriculation requirements apply. Students must hold the Leaving Certificate or equivalent, with

More information

Teaching Qualifications. TKTModules 1 3. Teaching Knowledge Test. Handbook for Teachers

Teaching Qualifications. TKTModules 1 3. Teaching Knowledge Test. Handbook for Teachers Teaching Qualifications TKTModules 1 3 Teaching Knowledge Test Handbook for Teachers CONTENTS Preface This handbook provides information for teachers interested in taking TKT (Teaching Knowledge Test)

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Coaching and mentoring conversations for school improvement CASE STUDY. Coaching for implementing the Australian Curriculum Gray Primary School

Coaching and mentoring conversations for school improvement CASE STUDY. Coaching for implementing the Australian Curriculum Gray Primary School Coaching and mentoring conversations for school improvement CASE STUDY Coaching for implementing the Australian Curriculum Gray Primary School Australian Institute for Teaching and School Leadership Limited

More information

Endorsement Competencies for Designated World Language

Endorsement Competencies for Designated World Language K=Knowledge; S=Skills Endorsement Competencies for Designated World Language 2002 Standards Course Alignment Evidence of Mastery Put course numbers in each cell that correspond with the knowledge and/or

More information

Determining Importance

Determining Importance Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.

More information

LANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language

LANG 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 information

SYLLABUS 0500 0522* Cambridge IGCSE First Language English. For examination in June and November 2015. Cambridge Secondary 2

SYLLABUS 0500 0522* Cambridge IGCSE First Language English. For examination in June and November 2015. Cambridge Secondary 2 SYLLABUS Cambridge IGCSE First Language English 0500 0522* For examination in June and November 2015 *This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International

More information

Literacy across learning Principles and practice

Literacy across learning Principles and practice Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression

More information

Syllabus. Course: Strategies for Teaching English Language Learners Presenter: David Noyes. Course Overview

Syllabus. Course: Strategies for Teaching English Language Learners Presenter: David Noyes. Course Overview Syllabus Course: Strategies for Teaching English Language Learners Presenter: David Noyes Course Overview In this highly informative and pragmatic course, David Noyes, a coach in English language development

More information