Should English teachers speak the language of their students? An English only policy should be implemented in all ESL and EFL classrooms. The best English lessons are often the result of a teacher who only speaks English. Such lessons enhances the student’s listening and speaking skills by hearing the correct way to pronounce things and comprehending what the teacher is explaining‚ which are the most important skills in order to communicate. However there is always an exception to the rule. There
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THE ENGLISH LANGUAGE AND THE USE OF ENGLISH TEXTS IN THE NIGERIAN UNIVERSITIES: A CASE OF CONFLICTING INTERESTS ABSTRACT The status of the English language in Nigeria has not engendered a commensurate development of the language‚ especially in the school system. That the youths‚ especially‚ do not have adequate functional competence in the language is attested to by the rate of failure in the terminal senior secondary school examinations and the low level of performance in the General
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GRADUATE CERTIFICATE IN SPANISH LANGUAGE TEACHING TO ADULTS (GCSLTA): MÓDULO 1 STUDY GUIDE INSTITUTO CERVANTES DE LONDRES UNIVERSITY OF ROEHAMPTON‚ UK WELCOME Dear Student Welcome to the ‘Graduate Certificate in Spanish Language Teaching to Adults: Module 1’. It is designed to give you a basic training in how to teach Spanish to adult learners. The course has run successfully for many years at the Instituto Cervantes‚ and is now accredited by the University of Roehampton. It is taught
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TEACHING COMMUNICATION SKILLS IN MULTIMEDIA LANGUAGE LAB: ADVANTAGES AND APPREHENSIONS INTRODUCTION Communication is the ‘modus oprendi’ of social and commercial intercourse. It is communication which gets the world going. It is the ability of mankind to communicate across barriers and boundaries that has ushered the progress of mankind. Communication plays a crucial role in the functioning of organizations. Individuals use words to communicate. This process can be face to face or written
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CONTENTS INTRODUCTION……………………………………………………………………. CHAPTER I: STRATEGIES OF TEACHING WRITING SKILLS…………………… 1. COPYING………………………………………………………………………… 2. DICTATION………………………………………………………………………… 3. WRITING SENTENCES ON A GIVEN PATTERN……………………………… 4. WRITING ANSWERS TO GIVEN QUESTIONS…………………………………… 5. TEACHING COMPOSITIONS ………………………………………………… CHAPTER II: DIFFICULTIES PUPILS COME ACROSS WHILE ACQUIRING WRITING 2.1. CORRECTION OF MISTAKES……………………………………………… 2.2. ANALYSIS
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Understanding 21st Century Skills” in English Language Classrooms In an increasingly complex‚ demanding and competitive world‚ students need to go beyond the traditional 3Rs and embrace the 4Cs – communication‚ collaboration‚ critical thinking and creativity. This is the view of the 21st century Skills movement which is helping to redefine the goals of general education for today’s world. “21st Century Skills” is commonly refers to a growing global movement for redefining the goals of education
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ISSN 2039‐2117 Mediterranean Journal of Social Sciences Vol 3 (1) January 2012 Causes of rising failure of the students’ in the subject of English at Secondary Level Gulap Shahzada (Corresponding & Principal author) Institute of Education & Research University of Science & Technology‚ Bannu‚ Pakistan Gulap_786@yahoo.com Dr. Safdar Rehman Ghazi Institute of Education & Research University of Science & Technology‚ Bannu‚ Pakistan drsrghazi@yahoo.com Dr.
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The English language teachers‚ as well as any other teachers‚ encounter various professional problems concerning lesson planning‚ class management‚ student motivation‚ coping with unpredicted issues‚ and numerous other problems. There are many specific problems that usually only foreign language teachers meet‚ e.g. the usage of the mother tongue during the lessons etc. Student motivation One of the most important problems the English language teacher faces is student motivation. For learning of
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Significant language development and academic growth of the English Learner Kathy Gallivan ELL 497‚ Capstone Class Prof. Louise Framan November 5‚ 2012 The ultimate goal of teaching content and language to English language learners involves many theories of pedagogy and language acquisition. One language development theory is discussed within an introduction of Stephen Krashen at a language seminar‚ Mr. Shoebottom summarized his theory of language acquisition as having “no fundamental
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Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity
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