WorldWideScience

Sample records for primary english classrooms

  1. Teacher of primary English

    CERN Multimedia

    2003-01-01

    Part-time teacher of primary English needed for September 2003 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply see http://enpferney.org/staff_vacancies.htm English National Programme, Lycée International, Ferney-Voltaire (http://enpferney.org/)

  2. Ecological and Intercultural Citizenship in the Primary English as a Foreign Language (EFL) Classroom: An Online Project in Argentina

    Science.gov (United States)

    Porto, Melina

    2016-01-01

    This article describes an online intercultural citizenship project concerning the environment in the primary English-language classroom carried out in 2013/2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram that involves teachers and researchers in Europe, the US and East Asia. The project is…

  3. English in the Primary Classroom in Vietnam: Students' Lived Experiences and Their Social and Policy Implications

    Science.gov (United States)

    Nguyen, Lan Chi; Hamid, M. Obaidul; Renshaw, Peter

    2016-01-01

    Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students' perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students' lived experiences in the English…

  4. Communicative English in the Primary Classroom: Implications for English-in-Education Policy and Practice in Bangladesh

    Science.gov (United States)

    Hamid, M. Obaidul; Honan, Eileen

    2012-01-01

    Globalisation and the global spread of English have led nation-states to introduce English into the early years of schooling to equip their citizens with communicative competence in order to compete within a global economy for individual and national development. In teaching English as a Second/Foreign Language, nations have adopted…

  5. Educational Policy and Children's Experience: Running Records in the Lower Primary Singaporean English Language Classroom

    Science.gov (United States)

    Jones, Sally Ann

    2011-01-01

    In this article, I report on a small project involving the use of guided reading groups, levelled texts and running records in a multilingual primary school in Singapore. I focus on running records and ask whether their use is suitable pedagogically and practically for the Singaporean context. The analysis of 22 records of primary one and primary…

  6. Motivational Strategies in Medical English Classroom

    Institute of Scientific and Technical Information of China (English)

    TIAN Jun-ying

    2014-01-01

    Objective:To explore strategies to motivate students in the classroom of Medical English. Methods:The motivational strategies applied in medical English classroom including defining course goals early in the semester, appropriate teacher behavior, creating real context and giving helpful and frequent Feedback were recommended. Results & Conclusion: The motivational strategies make a positive impact on students’motivation in medical English classroom.

  7. English Teachers Classroom Assessment Practices

    Science.gov (United States)

    Saefurrohman; Balinas, Elvira S.

    2016-01-01

    The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

  8. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  9. Improving English Speaking Ability Through Classroom Discussion

    OpenAIRE

    Afrizal, M

    2015-01-01

    Speaking is one of important parts in teaching language because it includes one of four basic language skills. Nevertheless, in MA NU BANAT Kudus, the writer found that most of students there still get the difficulties in studying speaking. It may be caused by the method used in teaching English, especially speaking. Classroom Discussion is a method that can be applied in teaching English, especially to improve the ability of speaking. In this method, hopefully, the students get a big opportu...

  10. MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Pegan, Tjaša

    2016-01-01

    The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...

  11. English Language Teaching Through Literature : An Application of English Poetry in the High School English Textbook to the Classroom

    OpenAIRE

    濵口, 脩

    2004-01-01

    The aim of this present paper is to review the present state of English poetry in the high school English textbooks in Japan and to propose some practical application of English poems to the English language classroom. Several cases in which English poems are found in actual English high school textbooks are discussed, and then, since there seems to be no explanation of teaching English poems, with some notes of them and of reading English poems in general, some practical suggetions for impro...

  12. Making Primary School English Classroom Full of Wit and Humor%让小学英语课堂妙趣横生

    Institute of Scientific and Technical Information of China (English)

    杨莉

    2013-01-01

      小学英语教学应以学生为中心,利用小学生活泼好动的特点采取种种有效的方法来激发学生对英语的学习兴趣,提高他们对学习的积极性,培养他们的创造性,使他们能在轻松快乐的气氛中学习英语。%Primary school English teaching should be stu-dent-centered, then, in accordance with their lively characteris-tics, stimulate students' interest in learning English, improve their initiative in learning, and cultivate their creativity, so as to male them learn English in a relaxed and happy atmosphere.

  13. Why Do Primary School English Teachers Decide to Teach English?

    Science.gov (United States)

    Amengual-Pizarro, Marian; Garcia Laborda, Jesus

    2015-01-01

    This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

  14. Multimodal Scaffolding in the Secondary English Classroom Curriculum

    Science.gov (United States)

    Boche, Benjamin; Henning, Megan

    2015-01-01

    This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their…

  15. Applying the Flipped Classroom Model to English Language Arts Education

    Science.gov (United States)

    Young, Carl A., Ed.; Moran, Clarice M., Ed.

    2017-01-01

    The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…

  16. An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

    Science.gov (United States)

    Yang, Chi Cheung Ruby

    2017-01-01

    Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

  17. Educating English Learners: What Every Classroom Teacher Needs to Know

    Science.gov (United States)

    Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

    2014-01-01

    In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

  18. Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development

    Directory of Open Access Journals (Sweden)

    Bambang Yudi Cahyono

    2003-01-01

    Full Text Available This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.

  19. The Place of "Culture" in the College English Classroom

    Science.gov (United States)

    Xu, Qing

    2009-01-01

    In response to the contrast between the instructional focus of the classroom practice and the actual communicative requirements of campus setting, this paper points out the constructive suggestions for the cultivation of culture awareness in college English education.

  20. Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea

    Science.gov (United States)

    Lee, Kang-Young

    2012-01-01

    This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

  1. ARE GAMES POSSIBLE IN THE COLLEGE ENGLISH TEACHING CLASSROOM?

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionLanguage games are considered one of the most valuable and effective techniques in EnglishLanguage Teaching(ELT)and have been used for a long time by many western teachers.However,they are little used in China,especially in College English Teaching(CET) classrooms.Most teachersand students think games are a waste of time or just a fun activity for children.In this article,thevalue of using games in Chinese CET classrooms is discussed.

  2. Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

    Science.gov (United States)

    Pahlavanpoorfard, Samira; Soori, Afshin

    2014-01-01

    This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

  3. Attitudes towards Teachers’ Motivation, and Classroom Strategy, in English Language classrooms

    Directory of Open Access Journals (Sweden)

    Samira Pahlavanpoorfard

    2014-02-01

    Full Text Available This study aimed at investigating the attitudes of Iranian EFL students towards teachers’ motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers’ motivation and classroom strategy used by teachers have effects on the students’ motivation.

  4. Communicative English Language Teaching in Egypt: Classroom Practice and Challenges

    Science.gov (United States)

    Ibrahim, Mona Kamal; Ibrahim, Yehia A.

    2017-01-01

    Following a "mixed methods" approach, this research is designed to examine whether teaching English as a foreign language (EFL) in Egypt's public schools matches the communicative English language teaching (CELT) approach. Qualitative and quantitative data were collected from 50 classroom observations, 100 questionnaire responses from…

  5. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    Science.gov (United States)

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  6. The Influence of Classroom Layout on Children's English Learning Development

    Institute of Scientific and Technical Information of China (English)

    林琬媚

    2016-01-01

    Nowadays, more and more Children English Training organization developed, all the parents and teachers also want to improve the children's English. So the parents will find the organization where the teachers are better in teaching. They will motive a lot of imagine and acquire many information which you can not know. If we can care more about this point from the children, may be it also can help children to learn English well. This essay aims at how does classroom Layout influence the children to learn English well and let the children love this environment.

  7. Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom

    DEFF Research Database (Denmark)

    aus der Wieschen, Maria Vanessa

    2017-01-01

    , the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against...... the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform...... this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short...

  8. Developing a Model of Teaching English to Primary School Students

    Directory of Open Access Journals (Sweden)

    Suwarsih Madya

    2004-01-01

    Full Text Available Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English, the use of interesting media, and more active students' participation in the tasks involving various games which successfully elicited students' English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.

  9. English learners in the mathematics classroom

    CERN Document Server

    Coggins, Debra S (Susan)

    2014-01-01

    Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

  10. English Primary Trainee Teachers' Perceptions of Geography

    Science.gov (United States)

    Morley, Emma

    2012-01-01

    This paper summarises the findings of research conducted with one cohort of English undergraduate primary teacher trainees on point of entry to a 4-year course. The research examines the perceptions held of geography as a subject discipline and the purposes of teaching the subject. Two hundred and eleven trainees were asked to define geography and…

  11. Classroom anxiety of year 6 EFL primary school students in correlation with their learning achievements

    OpenAIRE

    Praček, Anja

    2017-01-01

    The Master thesis examines classroom anxiety of the 6th Grade primary School students in relation to their learning achievements in English as a foreign language. In many a thing, the English class differs from other classes and it is precisely this unique learning situation that can provoke anxiety in students. The Master thesis consists of a theoretical and empirical part. The theoretical part reviews the literature available on the current state of teaching and learning English as a for...

  12. English Language Learners in a Digital Classroom

    Science.gov (United States)

    Prince, Johanna

    2017-01-01

    English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

  13. Associations between Psychosocial Aspects of English Classroom Environments and Motivation Types of Chinese Tertiary-Level English Majors

    Science.gov (United States)

    Bi, Xuefei

    2015-01-01

    This study involved whether psychosocial aspects of English classroom environments had associations with the English learning motivation types of Chinese tertiary-level English majors based on a case study of approximate 1,000 English majors in their first 2 years at one of the key universities located in South China. Canonical correlation…

  14. Primary English Language Education Policy in Vietnam: Insights from Implementation

    Science.gov (United States)

    Nguyen, Hoa Thi Mai

    2011-01-01

    The introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training (MOET) in Vietnam issued guidelines for the piloting of an English as a foreign language (EFL) primary curriculum in which English is taught as a…

  15. Many languages, one classroom teaching dual and English language learners

    CERN Document Server

    Nemeth, Karen

    2009-01-01

    Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.

  16. Study on a Quality Evaluation Method for College English Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Mao-hua Sun

    2017-07-01

    Full Text Available A quality evaluation method is an important means and the main basis on which to evaluate the college English classroom teaching quality of teachers. To overcome the one-sided subjectivity and resulting imprecision of the traditional classroom teaching quality evaluation method, a scientific and reasonable quality evaluation index system for college English classroom teaching is constructed. The fuzzy comprehensive evaluation method and the analytic hierarchy process method are combined to propose an improved multi-level fuzzy comprehensive evaluation model for obtaining a new college English classroom teaching quality evaluation method. In the proposed method, according to the fuzzy characteristics of a college English classroom teaching quality evaluation, the fuzzy comprehensive evaluation method is used to transform the qualitative evaluation indexes into limited quantitative evaluation indexes, then a judgment matrix is constructed to determine the weights among different levels by using the analytic hierarchy process method. Additionally, the college English classroom teaching quality is evaluated in detail. Finally, an actual case of college English classroom teaching is used to verify the effectiveness of the college English classroom teaching quality evaluation method. The results show that the proposed college English classroom teaching method can overcome the subjectivity and randomness shortcomings of the traditional classroom teaching quality evaluation methods, and improve the reliability, accuracy, and objectivity of fuzzy comprehensive evaluation. It is an effective method to evaluate college English classroom teaching quality.

  17. USING PREZI PRESENTATION AS INSTRUCTIONAL MATERIAL IN ENGLISH GRAMMAR CLASSROOM

    Directory of Open Access Journals (Sweden)

    Rahmat Yusny

    2016-05-01

    Full Text Available Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.

  18. Washback Effects of a High-Stakes Exam on Lower Secondary School English Teachers' Practices in the Classroom

    Science.gov (United States)

    Kilickaya, Ferit

    2016-01-01

    The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate…

  19. Comments on Elsa Roberts Auerbach's "Reexamining English Only in the ESL Classroom."

    Science.gov (United States)

    Polio, Charlene; Auerbach, Elsa Roberts

    1994-01-01

    Arguments for students' use of their first language as well as English in the English-as-a-Second-Language (ESL) classroom are reexamined. Pedagogical and political aspects of ESL instruction are noted. (LB)

  20. The English Primary Auxiliary Verbs: A Linguistic Theoretical Exercise

    African Journals Online (AJOL)

    Nekky Umera

    Abstract. Obviously, the fact remains that English Language is a sensitive Language ... Even though the English auxiliary verbs are of two kinds: Primary and Modal auxiliary ..... Therefore we are of the opinion that most speakers lack adequate.

  1. Math in plain english literacy strategies for the mathematics classroom

    CERN Document Server

    Benjamin, Amy

    2013-01-01

    Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like ""value"" and ""portion"" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You'll learn how to develop stude

  2. 'Yo antes No Reciclaba y Esto Me Cambio por Completo la Consiencia': Intercultural Citizenship Education in the English Classroom

    Science.gov (United States)

    Porto, Melina

    2018-01-01

    This article describes a telecollaboration project about the environment in the primary English as a foreign language classroom carried out in 2013/2014 between Argentina and Denmark. It combines English language teaching with intercultural citizenship education and forms part of a network of projects in Europe, the US and East Asia. This is the…

  3. Gendered Teacher–Student Interactions in English Language Classrooms

    Directory of Open Access Journals (Sweden)

    Jaleh Hassaskhah

    2013-09-01

    Full Text Available Being and becoming is the ultimate objective of any educational enterprise, including language teaching. However, research results indicate seemingly unjustified differences between how females and males are treated by EFL (English as a Foreign Language teachers. The overall aim of this study is to illustrate, analyze, and discuss aspects of gender bias and gender awareness in teacher–student interaction in the Iranian college context. To this end, teacher–student interactions of 20 English teachers and 500 students were investigated from the perspective of gender theory. The data were obtained via classroom observations, a seating chart and the audio-recording of all classroom interactions during the study. The findings, obtained from the quantitative descriptive statistics and chi-square methods, as well as the qualitative analysis by way of open and selective coding, uncovered that there were significant differences in the quantity and quality of the interaction for females and males in almost all categories of interaction. The study also revealed teachers’ perception of “gender,” the problems they associate with gender, and the attitudes they have to gender issues. Apparently, while positive incentives are able to facilitate learner growth, the presence of any negative barrier such as gender bias is likely to hinder development. This has implications for teachers, and faculty members who favor healthy and gender-neutral educational climate.

  4. Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

    Science.gov (United States)

    Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

    2016-01-01

    The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

  5. Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context

    Science.gov (United States)

    Peng, Jian-E; Woodrow, Lindy

    2010-01-01

    This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the…

  6. A Study on Teaching Business Communication/English in Indian Classroom

    Science.gov (United States)

    Devimeenakshi, K.; Tyagi, Sarika

    2013-01-01

    The aim of this article is to discuss teaching Business Communication in classroom to Business Administration degree programme students. Indeed, teaching Business Communication in classroom was a different experience when compared with Technical English for B.Tech students. The syllabus for Business Communication (English) was also peculiar…

  7. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Science.gov (United States)

    Flanagan, Sara; Shoffner, Melanie

    2013-01-01

    Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

  8. The Impact of the Advent of English in Primary Schools on the Development of College English in China

    Science.gov (United States)

    Liu, Jun; Dai, Zhongxin

    2011-01-01

    This article discusses the impact of the advent of primary English on the development of College English in China. The advent of English in primary schools as a teaching subject has brought about a downward shift of focus of the English education system in China. Basic English education will be accomplished in primary and secondary schools. The…

  9. Teaching Culture to Adult Indonesian Students in English Classrooms: a Mutual Understanding Approach

    OpenAIRE

    J. Hendra Tedjasuksmana

    2013-01-01

    Culture is often neglected in FL classrooms while it is important to teach it to the students. In the EFL classrooms in Indonesia, teachers should equip their students not only with the English culture but also other ethnic cultures in Indonesia as Indonesia is a multicultural and multiethnic country. It is English that becomes the bridge for the national unity. This paper describes that students get mutual benefits through learning cultures and it is teachers of English who...

  10. TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

    Directory of Open Access Journals (Sweden)

    Alamsyah Harahap

    2015-12-01

    Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

  11. A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

    Science.gov (United States)

    Chiang, Hui-Hua

    2016-01-01

    This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a…

  12. Lost and Found: Music Activities Delivered by Primary Classroom Generalists

    Science.gov (United States)

    King, Fiona

    2015-01-01

    Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to music education and that the role of the classroom teacher becomes valuable in supplying or…

  13. Strategies for Teaching English Abroad: The Immersion Classroom

    Directory of Open Access Journals (Sweden)

    Ishrat Suri

    2016-06-01

    Full Text Available English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997. Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993; however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000. Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

  14. The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

    OpenAIRE

    ASTUTI, AGRIT DWI

    2015-01-01

    Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

  15. BRIDGING THE REAL WORLD ENGLISHES IN THE RURAL ESL CLASSROOM THROUGH TRANSLATION

    Directory of Open Access Journals (Sweden)

    Nik Zaitun Mohamed

    2015-12-01

    Full Text Available Translation can play a role in the development of communicative abilities since speakers are often engaged in the work of sharing and negotiating meaning. It fosters speculation and discussion, apart from developing abilities considered fundamental for communication, such as interpretation, negotiation, and expression of meaning. However, there are views against translation in the ESL classrooms even though the method has been applied in the pedagogical process. As a result, ESL students who are weak in English are not given the opportunity to excel in the second language from their own bilingual strength. This paper attempts to study and disclose in what ways pedagogogical translation in rural ESL classrooms in Sabah is reflected into practice, thereby assessing whether the gap between pedagogical translation and translation pedagogy has beeen been bridged. In this case study, five primary teachers were selected and their knowledge and practice of translation were assessed through qualitative content analysis in pre- teaching, while teaching and post-teaching activities. A translation framework has been designed and used in assessing the teachers’ performances in using translation. This pilot study reveals that teachers have translated from the first language (L1 into the second language (L2 as a means to help students to understand the content of the English lesson. They did not have adequate knowedge on translation strategies. Thus, the designed translation framework may be used by teachers as a guide in using translation in the ESL context.

  16. Polytechnic Students? Perceptions of Youtube Usage in the English Oral Communication Classroom

    OpenAIRE

    Gunadevi K. Jeevi Subramaniam; Fathimah Pathma Abdullah; Raja Nor Safinas Raja Harun

    2013-01-01

    A new creative classroom technique to promote learning environment in English oral communication lesson is important. Integrating and adopting multimedia and web technologies can motivate and engage the new generation learners. YouTube usage in the English oral communication classroom is one of the strategies which will have more flexible, effective instructional materials to the learners in making the students involve in active communication. The inclusion of multimedia technologies into the...

  17. Flipping the Classroom for English Language Learners to Foster Active Learning

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

  18. Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

    Science.gov (United States)

    Spromberg, Sarah

    2011-01-01

    In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

  19. A Case Study of the Flipped Classroom in a Korean University General English Course

    Science.gov (United States)

    Choe, Erika; Seong, Myeong-Hee

    2016-01-01

    Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide…

  20. Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

    Science.gov (United States)

    Zhang, Fan

    2017-01-01

    Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies…

  1. Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

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    Navnath Tupe

    2015-07-01

    Full Text Available This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP for mastery of English language which required special attention and effective treatment. The experimental study with pretest, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions So that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

  2. Primary English Teacher Education in Europe

    Science.gov (United States)

    Enever, Janet

    2014-01-01

    While substantial attention has been given to the introduction of English from the very start of schooling in many European countries today, there remains an insufficient supply of motivated, well-prepared teachers available and willing to meet this demand. This article reviews current mechanisms in Europe aimed at supporting the provision of…

  3. A Literary Approach to Teaching English Language in a Multicultural Classroom

    Science.gov (United States)

    Choudhary, Sanju

    2016-01-01

    Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

  4. English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

    Science.gov (United States)

    Lucero, Edgar; Scalante-Morales, Jeesica

    2018-01-01

    This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

  5. An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

    OpenAIRE

    Chi Cheung Ruby Yang

    2017-01-01

    Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experience...

  6. Chinese College Students' Views on Native English and Non-Native English in EFL Classrooms

    Science.gov (United States)

    Qian, Yang; Jingxia, Liu

    2016-01-01

    With the development of globalization, English is clearly spoken by many more non-native than native speakers, which raises the discussion of English varieties and the debate regarding the conformity to Standard English. Although a large number of studies have shown scholars' attitudes towards native English and non-native English, little research…

  7. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  8. English Language Education in Primary Schooling in Argentina

    Science.gov (United States)

    Porto, Melina

    2016-01-01

    This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international…

  9. How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

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    Safnil Safnil

    2003-01-01

    Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

  10. Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

    Science.gov (United States)

    Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

    2016-06-01

    This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.

  11. Investigating the Target Language Usage in and outside Business English Classrooms for Non-English Major Undergraduates at a Chinese University

    Science.gov (United States)

    Xie, Qing

    2017-01-01

    This article reports an investigative study on the target language use in and outside business English classrooms for non-English major undergraduates in a Chinese university context. The aims of the study are to identify the actual situation of target language use in business English teaching and to suggest ways for improvements. The study uses…

  12. Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

    Directory of Open Access Journals (Sweden)

    Hanna Sundari

    2017-12-01

    Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

  13. Case Study of Chinese College Students’ Attitudes Toward Only English-Medium Teaching in EFL Classrooms

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    Sun Yue

    2015-04-01

    Full Text Available Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses.  Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design

  14. Harmonious Learning: Yoga in the English Language Classroom

    Science.gov (United States)

    Morgan, Lisa

    2011-01-01

    This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language…

  15. Digital Storytelling in Primary-Grade Classrooms

    Science.gov (United States)

    Foley, Leslie M.

    2013-01-01

    As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result,…

  16. PRE-SERVICE TEACHERS’ BELIEFS ABOUT TEACHING ENGLISH TO PRIMARY SCHOOL CHILDREN

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    Tripti K. Karekatti

    2012-01-01

    Full Text Available This paper is a part of an ongoing doctoral research on ‘Teacher Talk in ESL Classrooms’. The idea for this was gained through the hypothesis that teachers’ beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers’ English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers’ beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners’ development. Horwitz (1987 also states rightly that the formation of teachers’ educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners’ language learning abilities. In Indian context, there is dearth of research evaluating teachers’ beliefs about English teaching. This study explores teachers’ beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers’ specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers’ Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms.

  17. Continuing Professional Development and Learning in Primary Science Classrooms

    Science.gov (United States)

    Fraser, Christine A.

    2010-01-01

    This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

  18. Multilingualism in the English-Language Classroom: Pedagogical Considerations

    Science.gov (United States)

    Cummins, Jim

    2009-01-01

    This article addresses the issue of whether TESOL should clearly articulate a set of pedagogical principles that challenge the assumption that English language teaching (ELT) should be conducted monolingually through English. This "monolingual principle" emphasizes instructional use of the target language (TL) to the exclusion of students' home…

  19. Bangladeshi Girls' Friendships in an English Primary School Locale.

    Science.gov (United States)

    Deegan, James G.

    Despite England's long history of research on children's friendships, little is known of what it is like to be or have friends or how developing conceptions of friendship become embedded in children's social lives in increasingly culturally diverse English primary schools. This study, following an extensive search of the literature, explored…

  20. Opportunity to learn English and mathematics in Ghanaian primary ...

    African Journals Online (AJOL)

    Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...

  1. THE USE OF MOTHER TONGUE IN EFL CLASSROOMS WITH YOUNG ENGLISH LEARNERS IN KORÇA, ALBANIA

    Directory of Open Access Journals (Sweden)

    Dorela KAÇAUNI KONOMI

    2015-05-01

    Full Text Available The aim of this article is to show to what extent English teachers speak the MT (Albanian in the EFL classrooms when they teach Young English Learners in a public school in Korça, Albania. To achieve this, the researcher analyzed the data collected from four classroom observations in grades 3 up to 6. Three English teachers were interviewed and compared to show how much they used Albanian and reasons why they used it. The data obtained from the classroom observations and interviews showed that all the teachers used Albanian in the EFL classrooms in different extents and for different reasons.

  2. An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

    Science.gov (United States)

    Siregar, Nurhafni

    2017-01-01

    The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…

  3. Digital Stories: A 21st-Century Communication Tool for the English Language Classroom

    Science.gov (United States)

    Brenner, Kathy

    2014-01-01

    Digital storytelling can motivate and engage students and create a community in the classroom. This article lays out a 12-week digital storytelling project, describing the process in detail, including assessment, and pinpointing issues and challenges as well as benefits the project affords English language students.

  4. Culturally Inclusive Dance: Working with Chinese English Language Learners in the Dance Technique Classroom

    Science.gov (United States)

    Johnson, Jamie A.

    2018-01-01

    Higher education is experiencing rapidly shifting demographics brought about by the expanding global economy. The influx of English Language Learners (ELLs) into U.S. dance classrooms is creating a shifting paradigm for students and instructors. According to Beth McMurtrie (2012), universities with increasing international enrollments recognize…

  5. Examination of the Relationship between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety

    Science.gov (United States)

    Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

    2016-01-01

    This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…

  6. Masculinities and Violence: Interruption of Hegemonic Discourses in an English Classroom

    Science.gov (United States)

    Hatchell, Helen

    2006-01-01

    In this paper I explore ways in which adolescent male students perceive war and violence and related gender discourses. My research is situated in a Year 10 English classroom in a private boys' school in Perth, Australia. Interviews with students and their teacher provide opportunities to explore perceptions and ideas on issues relating to war and…

  7. Teaching and Learning English in a Multicultural Classroom: Strategies and Opportunities

    Science.gov (United States)

    Xerri, Daniel

    2016-01-01

    Purpose: This paper aims to explore the beliefs and experiences of a group of teachers endeavouring to enhance their students' learning of English while adapting to a multicultural classroom reality. Design/methodology/approach: The paper is based on the results of a case study involving a number of semi-structured interviews. Findings: The paper…

  8. Approaches to inclusive English classrooms a teacher's handbook for content-based instruction

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    Mastruserio Reynolds, Kate

    2015-01-01

    This accessible book takes a critical approach towards content-based instruction methods, bridging the gap between theory and practice in order to allow teachers to make an informed decision about best practices for an inclusive classroom. It is a resource for both educators and ESL teachers working within an English learner inclusion environment.

  9. Critically Thinking about Harry Potter: A Framework for Discussing Controversial Works in the English Classroom.

    Science.gov (United States)

    Marshall, Joanne M.

    2003-01-01

    Notes that at the school level and in the classroom, English educators can lead the way in open discussion, particularly discussion about books such as the Harry Potter series. Offers a seven-step framework as a way to begin an open discussion. Concludes that the framework acknowledges those concerns and provides a voice for them while also…

  10. Professional Writing in the English Classroom: Professional Writing--What You Already Know

    Science.gov (United States)

    Bush, Jonathan; Zuidema, Leah

    2010-01-01

    This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…

  11. Doodling the Nerves: Surfacing Language Anxiety Experiences in an English Language Classroom

    Science.gov (United States)

    Siagto-Wakat, Geraldine

    2017-01-01

    This qualitative study explored the use of doodling to surface experiences in the psychological phenomenon of language anxiety in an English classroom. It treated the doodles of 192 freshmen from a premier university in Northern Luzon, Philippines. Further, it made use of phenomenological reduction in analysing the data gathered. Findings reveal…

  12. Difficult Knowledge and the English Classroom: A Catholic Framework Using Cormac McCarthy's "The Road"

    Science.gov (United States)

    Jarvie, Scott; Burke, Kevin

    2015-01-01

    In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called "difficult knowledge"--content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires…

  13. A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom

    Science.gov (United States)

    Skerrett, Allison

    2011-01-01

    This article examines an ESL English language arts teacher's conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students' learning needs. The…

  14. Bilingual Life in a Multilingual High School Classroom: Teaching and Learning in Cantonese and English.

    Science.gov (United States)

    Goldstein, Tara

    1997-01-01

    Explores how Cantonese-speaking math students and their teacher use different languages to achieve academic and social success in their multilingual classroom in Toronto. The article discusses inter-ethnic tensions related to the use of languages other than English and raises questions regarding the advantages and disadvantages of multilingual…

  15. A Classroom-Based Assessment Method to Test Speaking Skills in English for Specific Purposes

    Science.gov (United States)

    Alberola Colomar, María Pilar

    2014-01-01

    This article presents and analyses a classroom-based assessment method to test students' speaking skills in a variety of professional settings in tourism. The assessment system has been implemented in the Communication in English for Tourism course, as part of the Tourism Management degree programme, at Florida Universitaria (affiliated to the…

  16. Re-Seeing "The Mighty": Critically Examining One Film's Representations of Disability in the English Classroom

    Science.gov (United States)

    Maples, Joellen; Arndt, Katrina; White, Julia M.

    2010-01-01

    Films portraying characters with disabilities are often shown in the English classroom. Films such as "Of Mice and Men," "Simon Birch," "To Kill a Mockingbird," "The Hunchback of Notre Dame," "The Glass Menagerie," "Moby Dick," "Gattaca," and "A Beautiful Mind" often show simplistic and stereotypical representations of characters and their…

  17. Culture Change in the English Classroom: An Anthropological Approach to the Education of Culturally Disadvantaged Students.

    Science.gov (United States)

    Farr, Helen Louise Kuster

    This library study investigated the problems of (1) what anthropological generalizations are of greatest value for English teachers of culturally disadvantaged students, and (2) how these generalizations are particularly relevant for classroom use. The theoretical and empirical research literature was surveyed and relevant sections were…

  18. Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

    Science.gov (United States)

    Vibulphol, Jutarat

    2016-01-01

    This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

  19. Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context

    Science.gov (United States)

    Khajavy, Gholam Hassan; Ghonsooly, Behzad; Fatemi, Azar Hosseini; Choi, Charles W.

    2016-01-01

    This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2WTC) model based on WTC theory (MacIntyre, Clément, Dörnyei, and Noels, 1998) and empirical studies was proposed and tested using structural equation modeling (SEM).…

  20. Students' Attitudes to Classroom English Learning: A Cross-Cultural Study.

    Science.gov (United States)

    Littlewood, William

    2001-01-01

    Examines learner attitudes toward classroom learning of English, with particular focus on collectivism versus individualism, attitudes towards authority, and types of achievement motivation. Data are collected from eight Asian and three European countries. Although many attitudinal differences occur between individual countries, striking…

  1. What is the Place of English Literature in ELT Classrooms? A Review of Related Studies

    Directory of Open Access Journals (Sweden)

    Tarek A. Alkhaleefah

    2017-10-01

    Full Text Available The debate over the place and role of literature in language classrooms has long intrigued researchers and teachers’ interests over the years. Although there is an overall consensus that the teaching of literature in English language teaching (ELT classrooms can help foster L2 learners’ language skills and cognitive abilities, some researchers have suggested that integrating literature in ELT classrooms should be approached with caution due to EFL learners’ limited language proficiency. In this paper, the researcher reviews previous related studies on the place of literature in the English language teaching (ELT contexts. The aim of this review is to shed light on this researchers/teachers’ ongoing debate over the place of teaching English literature in ELT. In particular, the review examines how researchers perceive the role of literature and its authenticity in ELT classrooms as stimulating learners’ interests and personal engagement with literary texts, fostering L2 learners’ language skills (particularly their reading and creative writing skills, and enhancing their critical thinking skills and strategic processing of texts. Furthermore, the review covers issues related to how the integration of literature in language classrooms should be carefully task-designed and assessed.

  2. Use of Technology in College and University English Classrooms

    Science.gov (United States)

    Black, Bethany; Lassmann, Marie E.

    2016-01-01

    Many forms of technology are available to college and university instructors. Technology has become an important part of today's world and an important part of instruction in various classrooms. Many may see technology as reasonable to use in a science, mathematics, or art class. In this paper, different types of technology used in college and…

  3. Spoken Grammar and Its Role in the English Language Classroom

    Science.gov (United States)

    Hilliard, Amanda

    2014-01-01

    This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…

  4. Genre-Based Teaching and Assessment in Secondary English Classrooms

    Science.gov (United States)

    Lee, Icy

    2012-01-01

    This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

  5. Primary Teachers' Beliefs about Scientific Creativity in the Classroom Context

    Science.gov (United States)

    Liu, Shu-Chiu; Lin, Huann-shyang

    2014-01-01

    While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3-6; student ages 8-12) science teachers…

  6. Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal

    Science.gov (United States)

    Acharya, Kamal Prasad

    2016-01-01

    This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…

  7. Inclusive Education Policy in the Hong Kong Primary Music Classroom

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…

  8. Discovering Romanticism and Classicism in the English Classroom.

    Science.gov (United States)

    Stark, Sandra A.

    1994-01-01

    Details the concepts of romanticism and classicism and how they relate to secondary English instruction. Argues that teachers should offer students both the imaginative adventure of the romantic and the analytical power of the classicist. Describes a visual lesson by which these two modes might be illustrated and fostered. (HB)

  9. Raising Cultural Awareness in the English Language Classroom

    Science.gov (United States)

    Frank, Jerrold

    2013-01-01

    This article discusses how teachers can incorporate cultural knowledge into English language classes, exploring elements of culture, intercultural phenomena, and high-context and low-context cultures. Activities offered by the author to raise cultural awareness include web quests, role plays, cultural observations, and culture journals.

  10. Wireless Laptops in English Classrooms: A SWOT Analysis from Singapore

    Science.gov (United States)

    Towndrow, Phillip A.; Vaish, Viniti

    2009-01-01

    This paper presents illustrative findings from a one-year pilot study undertaken in the English department of a high school in Singapore that was in the first year of implementing a one-to-one wireless laptop programme. The findings show that learning was often constrained by lecture-style presentations and overt test preparation. Despite…

  11. Classroom climate in Serbia: The perspective of primary school teachers

    Directory of Open Access Journals (Sweden)

    Ševkušić Slavica

    2014-01-01

    Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

  12. An Evaluation of Primary English Textbooks in Vietnam: A Sociolinguistic Perspective

    Science.gov (United States)

    Dang, Tu Cam Thi; Seals, Corinne

    2018-01-01

    This article delves into the issue of incorporating sociolinguistic aspects of language and culture into the current primary English textbooks in Vietnam. The authors first provide an overview of primary English teaching in the Vietnamese setting and then evaluate the current primary English textbooks in relation to the objectives of foreign…

  13. Designing Classroom Activities for Teaching English to Children

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    Emma Malia

    2004-01-01

    Full Text Available This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmentally have shorter attention span composed to adults, to learn English naturally.

  14. Green Kidz: Young learners engage in intercultural environmental citizenship in the English language classroom in Argentina and Denmark

    DEFF Research Database (Denmark)

    Porto, Melina; Daryai-Hansen, Petra; Arcuri, Maria Emilia

    2016-01-01

    Projektet "Green Kidz. Intercultural environmental citizenship in the English language classroom in Argentina and Denmark" er en del af et internationalt udviklingsprojekt, der er ledet af Michael Byram, Durham University. Projektet belyser, hvordan interkulturelt medborgerskab kan styrkes i folk...

  15. Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

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    Ni Nyoman Padmadewi

    2017-07-01

    Full Text Available The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP provided with visual media through co-teaching, differentiated instruction and also through a “buddy program” are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.

  16. ICT CHALLENGES IN THE 21ST CENTURY BUSINESS ENGLISH UNIVERSITY CLASSROOM

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    Lenka Lustigová

    2012-06-01

    Full Text Available Given the nature of the study, the objectives of this paper are to demonstrate practical approach to using ICT tools in teaching Business English to university-level students. By offering specific examples for efficient integration of selected technologies within undergraduate classroom the study concentrates on practical and yet motivated solutions to many issues faced by the university teachers and students within the teaching-learning process. The study explores the importance of establishing an authentic business context via the invaluable help of ICT tools. This authentic context facilitates smooth acquisition of language proficiency and multitude of other skills for students’ future career use. Based on actual classroom teaching/research, this study demonstrates that meaningful use of ICT tools allows the 21st century Business English teachers and students to keep pace with the ever-changing business world.

  17. Games AS Warming Up Activities In Young Learners' Classrooms At An English Course

    OpenAIRE

    Aisyatin, Noviani

    2014-01-01

    The present research aimed at investigating types of games used by a teacher as warming-up activities in young learners' classrooms. The research involved a teacher of an English course and her young learner students. The data were collected by using observation and interview. The collected data were analyzed by using qualitative method. According to the result of data collection and data analysis, it was found that the teacher applied some types of games proposed by Hadfield (2001) and Evans...

  18. The Importance of English in Primary School Education in China: Perceptions of Students

    Science.gov (United States)

    Qi, Grace Yue

    2016-01-01

    English has become a compulsory subject from Primary Three in China since 2003 and is gradually being introduced even earlier into the curriculum in many schools. This highlights the official importance of English in both primary school education and society. However, although a compulsory subject, there are fewer English lessons than for Chinese…

  19. TEACHERS’ AND STUDENTS’ ATTITUDE TOWARD CODE ALTERNATION IN PAKISTANI ENGLISH CLASSROOMS

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    Aqsa Tahir

    2016-11-01

    Full Text Available This research is an attempt to explore students‟ and teachers‟ attitude towards code alternation within English classrooms in Pakistan. In a country like Pakistan where official language is English, the national language is Urdu, and every province has its own language, most of the people are bilinguals or multilingual. Therefore, the aim of this study was to find out when and why teachers code switch in L2 English classrooms. It has also explored student‟s preferences of language during learning second language. It has also looked into teachers‟ code-switching patterns and the students‟ priorities. Ten teachers responded to an open ended questioner and 100 students responded to a close ended questioner. Results of teacher‟s responses indicated that they mostly code switch when student‟s response in relation to the comprehensibility is negative and they do not grasp the concepts easily in L2. They never encourage students to speak Urdu. Student‟s results showed that they mostly prefer code-switching into their L1 for better understanding and participation in class. Analysis revealed that students only favored English while getting instructions of test, receiving results, and learning grammatical concepts. In most of the cases, students showed flexibility in language usage. Majority of students (68% agreed upon that they learn better when their teachers code switch in to L1.

  20. Literature: A Natural Source for Teaching English in ESL/ EFL Classrooms

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    Muhammed Ali Chalikendy

    2015-11-01

    Full Text Available This paper explores the ways in which literature function as a source and as a meaningful context for teaching and learning English as a second language or foreign language. It claims that literature is an authentic, stimulating and appealing material to the learners. Therefore, it encourages interaction, promotes language development and motivates learners in the process of learning. Traditionally it is taught as an academic subject without considering its potential in ESL/EFL classrooms. The paper argues that literature can be used as an effective source for teaching English language and the target culture; furthermore, it is used as a natural context for integrating language skills and systems. This paper demonstrates how a poem is used as a natural source or a material for developing English language and integrating the four language skills, grammar and vocabulary through communicative tasks and activities.

  1. Orbiting by Bharati Mukherjee: A Contemporary American Short Story in the English Classroom

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    Ewa Konopka

    2012-09-01

    Full Text Available The article puts forward arguments why American short stories should be used to teach English as a foreign language. It also describes the method which might help to teach literature in secondary schools. Additionally, it presents the results of the research conducted among students in Lomza, Poland, which aimed at examining the pedagogical potential of applying ethnic American short stories in teaching English as a foreign language. This was done by comparing the literary critical analysis of Orbiting – a short story written by Bharati Mukherjee with its intuitive interpretations by young Polish adults. Finally, the article is supplemented with the passage from the said text as well as lexical and reading comprehension exercises based on its contents, which can be used in the English classroom.

  2. The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting

    Science.gov (United States)

    Okumura, Shinji

    2016-01-01

    This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…

  3. English in the EFL classroom: Why not? Classroom discourse patterns and teachers' beliefs

    NARCIS (Netherlands)

    Hermans-Nymark, L.D.

    2006-01-01

    This dissertation draws on theoretical and empirical research to answer a question that continues to puzzle many who are involved or interested in second or foreign language teaching: Why is there little target language spoken in the secondary school language classroom? The question stems from the

  4. Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom

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    Alaba Olaoluwakotansibe Agbatogun

    2012-03-01

    Full Text Available This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry, computer use and academic qualification as independent variables predicted primary school teachers’ attitude towards the integration of Personal Response System in English as a second language (ESL classroom. Seventeen (17 Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS in ESL classrooms was the sample for the study. Data for the study were gathered through the use of Clickers Attitude Questionnaire (CAQ, Teachers’ Computer Literacy Questionnaire (TCLQ and Computer Use Questionnaire (CUQ. Descriptive statistics such as simple percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. The results show that the teachers’ computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents and documentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers’ attitude towards PRS integration, while academic qualification did not make any significant contribution to the teachers’ attitude

  5. Investigating Nigerian Primary School Teachers’ Preparedness to Adopt Personal Response System in ESL Classroom

    Directory of Open Access Journals (Sweden)

    Alaba Olaoluwakotansibe Agbatogun

    2012-03-01

    Full Text Available This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry, computer use and academic qualification as independent variables predicted primary school teachers’ attitude towards the integration of Personal Response System in English as a second language (ESL classroom. Seventeen (17 Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS in ESL classrooms was the sample for the study. Data for the studywere gathered through the use of Clickers Attitude Questionnaire (CAQ, Teachers’ Computer Literacy Questionnaire (TCLQ and Computer Use Questionnaire (CUQ. Descriptive statistics such as simplepercentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level.The results show that the teachers’ computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents anddocumentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers’ attitude towards PRS integration, while academic qualification did not make any significantcontribution to the teachers’ attitude

  6. The Use of English in the Chinese Language Classroom: Perspectives from American College Students

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    Henrietta Yang

    2010-08-01

    Full Text Available For a long time, whether learners' first language (L1 should be used in the foreign language classroom has been a controversial issue in the foreign language education field. The focus has been mostly on the use of L1 in the English language classroom (e.g.,Atkinson, 1987; Brooks-Lewis, 2009; Kieu, 2010; Krashen, 1981; Miles, 2004; Nazary, 2008; Prodromou, 2002; Schweers, 1999; Tang,2002. The debate centers on two diverse pedagogical approaches: the monolingual approach and the bilingual approach. The supporters of the monolingual approach contend that only the target language that learners are acquiring (i.e. English in most of the study should be allowed in the classroom, and Krashen (1981, 1985 was a pivotal supporter of this approach. However, other researchers and language teachers argue that the monolingual approach is not practical, particularly in lower-level classes (e.g., Atkinson, 1987; BrooksLewis, 2009; Schweers, 1999; Tang, 2002. They believe that using L1 in the classroom can be very effective when explaining difficult grammar points and linguistic elements that are language specific. The supporters of the bilingual approach do not deny the advantages of maximizing target language exposure and practice. However, they suggest that when learners' L1 is applied strategically, it can actually be a very important learning tool (e.g., Atkinson, 1987; Brooks-Lewis,2009; Schweers, 1999. Furthermore, both Schweers (1999 and Miles (2004 point out that the use of L1 provides students a more relaxed atmosphere and makes them less anxious and more confident in the classroom.

  7. Developing a prioritisation framework in an English Primary Care Trust

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    Fordham Richard J

    2006-02-01

    Full Text Available Abstract Background In the English NHS, Primary Care Trusts (PCTs are required to commission health services, to maximise the well-being of the population, subject to the available budget. There are numerous techniques employed to make decisions, some more rational and transparent than others. A weighted benefit score can be used to rank options but this does not take into account value for money from investments. Methods We developed a weighted benefit score framework for use in an English PCT which ranked options in order of 'cost-value' or 'cost per point of benefit'. Our method differs from existing techniques by explicitly combining cost and a composite weighted benefit score into the cost-value ratio. Results The technique proved readily workable, and was able to accommodate a wide variety of data and competing criteria. Participants felt able to assign scores to proposed services, and generate a ranked list, which provides a solid starting point for the PCT Board to discuss and make funding decisions. Limitations included potential for criteria to be neither exhaustive nor mutually exclusive and the lack of an interval property in the benefit score limiting the usefulness of a cost-value ratio. Conclusion A technical approach to decision making is insufficient for making prioritisation decisions, however our technique provides a very valuable, structured and informed starting point for PCT decision making.

  8. Young people’s writing in senior English classrooms: Opening the classroom door

    OpenAIRE

    LOUISE ANNE PIVA

    2018-01-01

    The thesis is a practitioner inquiry that examines the teaching of writing to Year 12 students in the subject of English. It uses narrative inquiry to examine the teaching and learning of writing over the course of one academic year. It focuses on the dialogue between the teacher, her students and others as well as the contextual and socio-cultural factors that influence and mediate the teaching and learning of writing.

  9. Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

    Science.gov (United States)

    Earle, Sarah

    2014-05-01

    Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

  10. English distance learning: possibilities and limitations of MEO for the Flipped Classroom

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    Kyria Rebeca Finardi

    2016-06-01

    Full Text Available Abstract: The study investigates possibilities and limitations of the course My English Online (MEO for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format.

  11. A Brief Survey of English Education of Tibetan Primary School in Ganzi County

    Science.gov (United States)

    He, Xiaojun; Lazo, Xia

    2015-01-01

    The current social backgrounds have made English learning become an important part in every Chinese student's life. Tibetan students begin to study Tibetan, Chinese and English from primary school. However, in many Chinese ethnic-minorities areas like Tibetan areas, English education is facing many problems and challenges, especially the English…

  12. Classroom observation data and instruction in primary mathematics education: improving design and rigour

    Science.gov (United States)

    Thompson, Carla J.; Davis, Sandra B.

    2014-06-01

    The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

  13. Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

    Science.gov (United States)

    Zannou, Yetunde Mobola

    In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers

  14. USING NASREDDIN HODJA STORIES IN ENGLISH AS A FOREIGN LANGUAGE (EFL CLASSROOMS

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    İsmail YAMAN

    2017-04-01

    Full Text Available Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL coursebooks. These cultural elements are not limited to the target culture but they cover local and international culture components as well. Not focusing on solely one specific culture enables language learners to touch different cultures as well as maintaining awareness of their own culture. Humour constitutes another aspect without which human beings cannot survive. Our daily lives are full of humorous elements like jokes and these add remarkable taste to human beings’ course of living. This positive prevalence of humour in human life may also have its reflections in the realm of language teaching. Considering the inseparableness of both culture and humour from human life, Nasreddin Hodja stories can ideally serve a double purpose while teaching English in EFL settings. When offered in English, these culturally embedded and humour-laden stories that wittily combine both local culture and humorous elements hold the potential to motivate both English language teachers and learners while teaching and learning English in Turkish EFL context. This study aims to discuss the possible ways to employ Nasreddin Hodja stories in Turkish EFL classrooms. To this end, sample to-the-point activities based on Nasreddin Hodja stories in English will be introduced for different language skills ranging from main skills like reading and speaking to sub-skills like vocabulary and grammar.

  15. WOWW: A Solution Orientated Approach to Enhance Classroom Relationships and Behaviour within a Primary Three Class

    Science.gov (United States)

    Fernie, Lynne; Cubeddu, Daniela

    2016-01-01

    A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused…

  16. Does Teaching English in Saudi Primary Schools Affect Students’ Academic Achievement in Arabic Subjects?

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    Othman Aljohani

    2016-02-01

    Full Text Available The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has been based on religious, cultural, and educational arguments. The latter argument consists of claims that learning English at a young age might influence children’s mother tongue development and influence their academic success. This paper investigates the impact of teaching English in Saudi primary schools on students’ achievement in Arabic-language subjects. This quantitative research aims to inform the debate on second language learning in primary schools by studying children’s examination results in the Arabic subject areas of grammar, reading, and writing. The sample consisted of primary school students from years 1 to 6 as well as year 6 students from the last year before (2004 and the first year after (2005 the introduction of English. Student results from four primary schools (two government schools and two private schools were collected and analysed. This study found no indication of a positive or negative impact of learning English on students’ achievement in Arabic subjects. However, private school students who studied English beginning in their first year of school had better results in the Arabic subjects that were the focus of this research. Keywords: second language acquisition, language impact, ESL

  17. Use of English Corpora as a Primary Resource to Teach English to the Bengali Learners

    Science.gov (United States)

    Dash, Niladri Sekhar

    2011-01-01

    In this paper we argue in favour of teaching English as a second language to the Bengali learners with direct utilisation of English corpora. The proposed strategy is meant to be assisted with computer and is based on data, information, and examples retrieved from the present-day English corpora developed with various text samples composed by…

  18. Pre-Service Education for Primary School English Teachers in Indonesia: Policy Implications

    Science.gov (United States)

    Zein, Subhan

    2016-01-01

    Although English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high. This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major…

  19. CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS

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    Nunung Suryati

    2015-07-01

    Full Text Available This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT as the instrument. SETT, developed by Walsh (2006, was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacher student interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

  20. GENDER IN EFL CLASSROOM: TRANSITIVITY ANALYSIS IN ENGLISH TEXTBOOK FOR INDONESIAN STUDENTS

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    Emi Emilia

    2017-05-01

    Full Text Available This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian context. Owing to the framework proposed by Sunderland (1992, the paper focuses on the discussion of gender in classroom materials, i.e. English textbooks. Selected reading passages were analyzed within the framework of Transitivity system of functional grammar (Halliday & Mathiessen, 2004; Haliday & Mathiessen, 2014. The Processes in the texts (e.g. travel, walk, and climb reveal that males were perpetually constructed as ‘adventurous’, ‘risk taker’, ‘active’, ‘independent’, and ‘capable’. Meanwhile, the Processes also indicate that the females were shaped as more ‘passive', ’expressive’, ‘nurturing’, and ‘unassertive’ than their male counterparts (Blackstone, 2003; Evans & Davies, 2000. The findings suggest that the gender roles were presented in an asymmetrical manner. The paper provides recommendation in terms of how both teachers and students can develop gender awareness in the classroom practices through the use of the textbooks.

  1. Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

    Science.gov (United States)

    Licona, Peter R.

    This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

  2. TEACHER OF ENGLISH NEEDED

    CERN Multimedia

    2002-01-01

    Part-time teacher of primary English needed for September 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: engnat@hotmail.com or 04 50 40 82 66. Apply as soon as possible, and in any case before 8 July. English National Programme, Lycée International, Ferney-Voltaire.

  3. English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom

    OpenAIRE

    Englund, Micaela

    2016-01-01

    Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven scho...

  4. Different Regions, Diverse Classrooms? a Study of Primary Classrooms in China

    Science.gov (United States)

    McNaught, Carmel; Lok, Beatrice; Yin, Hongbiao; Lee, John Chi-Kin; Song, Huan

    2014-01-01

    Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper…

  5. On the importances of cultivating cross-cultural awareness of pre-service English teachers of primary schools

    Institute of Scientific and Technical Information of China (English)

    聂冬霞

    2016-01-01

    Cross-cultural communication becomes more important in English education in primary schools and one of the main tasks of English learning in primary schools is to improve students' cross-cultural awareness. For pre-service English teachers they should pay more attention on the importances of cultivating their cross-cultural awareness in English learning.

  6. Indiana Education: English Learner Instruction at the Primary Level

    Science.gov (United States)

    Sullivan, Michael D.

    2013-01-01

    The number of students enrolled in United States public schools speaking a language other than English in their homes doubled over the last decade. In Indiana more than 60% of all public school districts reported having at least one English Learner student enrolled. It is projected that Indiana EL enrollment will increase 21% by the year 2021…

  7. Exposure to Multiple Accents of English in the English Language Teaching Classroom: From Second Language Learners' Perspectives

    Science.gov (United States)

    Sung, Chit Cheung Matthew

    2016-01-01

    As a result of the global presence of English as a Lingua Franca (ELF), it has been argued that learners of English should be exposed to a range of varieties of English, rather than a single variety of English, so that they can be better prepared to communicate with other people in ELF communication. However, little is known about second language…

  8. An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

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    Chi Cheung Ruby Yang

    2017-01-01

    Full Text Available Aim/Purpose\t: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background:\tThe research questions addressed were: (1 What are teachers’ perceptions towards the flipped classroom pedagogy? (2 How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3 What are students’ perceptions towards the flipped classroom pedagogy? (4 How can students transfer their flipped classroom experiences to studying other subjects? (5 Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society\t: Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research:\tMore classes should be

  9. Becoming "Spanish Learners": Identity and Interaction among Multilingual Children in a Spanish-English Dual Language Classroom

    Science.gov (United States)

    Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko

    2017-01-01

    This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their…

  10. An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

    Science.gov (United States)

    Alsowat, Hamad

    2016-01-01

    This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate…

  11. Doing Culture, Doing Race: Everyday Discourses of "Culture" and "Cultural Difference" in the English as a Second Language Classroom

    Science.gov (United States)

    Lee, Ena

    2015-01-01

    While current conceptualisations of the inextricable connection between language and culture in English language education are largely informed by complex sociocultural theories that view culture as constructed in and through social practices among people, classroom practices continue to be influenced by mainstream discourses of culture that…

  12. Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

    Science.gov (United States)

    Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

    2012-01-01

    This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

  13. Mathematics textbooks and their use in English, French and German classrooms : a way to understand teaching and learning cultures

    NARCIS (Netherlands)

    Pepin, B.; Haggarty, L.

    2001-01-01

    After a through review of the relevant literature in terms of textbook analysis and mathematics teachers' user of textbooks in school contexts, this paper reports on selected and early findings from a study of mathematics textbooks and their use in English, French and German mathematics classrooms

  14. Silencing the Everyday Experiences of Youth? Deconstructing Issues of Subjectivity and Popular/Corporate Culture in the English Classroom

    Science.gov (United States)

    Savage, Glenn

    2008-01-01

    This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods…

  15. Foreign Language Classroom Anxiety among China Chinese Students Undergoing the Laureate English Programme in INTI International University, Malaysia

    Science.gov (United States)

    Ampalagan, Meghavaani d/o; Sellupillai, Mogana d/o; Yap, Sze Sze

    2014-01-01

    The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among Mainland Chinese students undergoing the Laureate English Programme in INTI International University, Malaysia. The participants of this study consisted of 75…

  16. Integrating Mobile Phones into the EFL Foundation Year Classroom in King Abdulaziz University/KSA: Effects on Achievement in General English and Students' Attitudes

    Science.gov (United States)

    Khrisat, Abdulhafeth A.; Mahmoud, Salameh Saleem

    2013-01-01

    This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students' attitudes towards this new method of teaching. The study…

  17. FORMING THE PROFESSIONAL COMPETENCE OF THE FUTURE ENGLISH LANGUAGE TEACHERS OF PRIMARY SCHOOL USING ICT

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    Liudmyla H. Havrilova

    2017-09-01

    Full Text Available The paper is devoted to the results of experimental implementing ICT into forming the professional competence of future English teachers of primary school. Among the ways of using the electronic educational means offered by the authors there are: developing and using the educational and methodological simulator «Introduction to Interactive Communication» as a local electronic resource on English; implementing the distance learning courses «Practical English Grammar», «Linguistic Country Study» in future specialists’ professional training; work in the electronic services, mastering the programs of infographics during studying the discipline «Methodology of Teaching English». The analysis of the study results showed developing of students’ acmeological linguomethodological aspirations, increasing the motivation for learning, in particular the use of ICT tools in English classes, and proved the effectiveness of the chosen ways of forming the professional competence of future English teachers of primary school.

  18. Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey

    Science.gov (United States)

    Kirkgöz, Yasemin; Agçam, Reyhan

    2011-01-01

    Since language and culture are closely interwoven, the integration of culture into textbooks used for teaching English as a second/foreign language has become a widely accepted phenomenon. This study investigates the cultural elements in locally published English textbooks used for Turkish primary schools following two major curriculum innovations…

  19. English Vocabulary Acquisition of Bilingual Learners at the Primary and Secondary Levels

    Science.gov (United States)

    Pholsward, Ruja; Boonprasitt, Donrutai

    2015-01-01

    This paper reports research findings of English vocabulary acquisition of bilingual learners at the levels of Primary 6 and Secondary 3 at Satit Bilingual School of Rangsit University. The purpose was to find out the extent to which learners at these levels have acquired English vocabulary to communicate their ideas about themselves and their…

  20. Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?

    Science.gov (United States)

    Vela, Jualim Datiles

    2015-01-01

    This study aimed to determine the effects of using the local and mother languages on primary students' academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages--Filipino, the national and official language, and Bicol, the mother language of the respondents--science…

  1. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

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    Yang Wang

    2016-09-01

    Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

  2. assessment of the english literacy level of patients in primary health ...

    African Journals Online (AJOL)

    2010-09-07

    Sep 7, 2010 ... The English literacy level of primary health care patients in Tshwane .... It is therefore important to use appropriate literacy assessment tools to .... Participants were given the following instruction: ..... One of the disadvantages.

  3. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    Science.gov (United States)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  4. An Inquiry into the NEST Program in Relation to English Teaching and Learning in Taiwanese Primary Schools

    Science.gov (United States)

    Luo, Wen-Hsing

    2014-01-01

    This study aims to explore the Native English-Speaking Teacher (NEST) Program in relation to teachers' instruction and students' learning of English in primary schools in Taiwan. Inviting native English-speakers to teach English in the school system is not an unusual practice in the Asia-Pacific region. As the practice of including NESTs in the…

  5. Uses of Laptops in English as Second Language Classrooms as Part of a One-to-One Laptop Program

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    Guliz Turgut

    2012-04-01

    Full Text Available One-to-one laptop programs, where each student has their own laptop to use in classroom, are becoming popular in schools especially in Australia and the Unites States. The purpose of the study was to contribute to the limited knowledgebase explaining the implementation of laptop programs specifically with English language learners. Four ESL classroom teachers, six ESL students, and three school administrators participated in individually conducted, semi-structured interviews. Additionally, a total of twelve observations were completed in four ESL classrooms. Data was interpreted through Grounded Theory and open-, axial-, and selective-coding was used for coding. Three themes emerged from data analysis. The first theme focused on explaining how teacherlaptops were used. Results indicated that use of teacher-laptops ranged from making instruction visual to playing music to create a soothing classroom environment. The second theme explained use of student-laptops and indicated that they were mainly used to develop English language skills and complete projects. The third and last theme portrayed some concerns teachers and students had about technical issues and overreliance on laptops impacting instruction and classroom culture unfavorably. Implications are discussed while reporting findings of the study. The study concludes with limitations of the study and suggestions for future research

  6. Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

    Science.gov (United States)

    Lynch, Timothy; Soukup, Gregory J., Sr.

    2017-01-01

    Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

  7. Girls in Primary School Science Classrooms: Theorising beyond Dominant Discourses of Gender

    Science.gov (United States)

    Cervoni, Cleti; Ivinson, Gabrielle

    2011-01-01

    The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on socio-cultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom…

  8. Classroom-Based Assessment and the Issue of Continuity between Primary and Secondary School Languages Programs

    Science.gov (United States)

    Hill, Kathryn

    2010-01-01

    This article presents selected findings from an ethnographic study of classroom-based assessment practices in languages classrooms (Indonesian) in the final year of primary (Year 6) and the first year of secondary (Year 7), respectively. In particular, the paper focuses on differences between the respective year levels in how learning was assessed…

  9. Handwriting in 2015: A Main Occupation for Primary School-Aged Children in the Classroom?

    Science.gov (United States)

    McMaster, Emily; Roberts, Tara

    2016-01-01

    Historically, handwriting is a skill acquired by children in the classroom. The relevance of this skill today is currently debated due to advances in technology. A nonexperimental time-series design investigated how much time Australian primary school children spend on handwriting in the classroom. A second aim investigated how much time was spent…

  10. Planning and Enacting Mathematical Tasks of High Cognitive Demand in the Primary Classroom

    Science.gov (United States)

    Georgius, Kelly

    2013-01-01

    This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A…

  11. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    Science.gov (United States)

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  12. Differentiation to improve the articulation between levels : In the teaching of English in primary and secondary education in the Netherlands

    NARCIS (Netherlands)

    A.P. de Kraay

    2016-01-01

    In 1986, English became a compulsory subject in primary education in The Netherlands1. While secondary schools have, by law, been required to offer English since 1863 (Wilhelm, 2005) the articulation between Dutch primary and secondary education levels of English language teaching has always been

  13. Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

    Science.gov (United States)

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

  14. Netvertising and ESP: genre-based analysis of target advertisements and its application in the Business English classroom

    Directory of Open Access Journals (Sweden)

    Juan Carlos Palmer

    1999-04-01

    Full Text Available There is a new trend in genre-analysis studies which is starting to pay attention to the study of technology for academic and teaching purposes. Different authors have re-defined genre, adding to the concept not just form or structure, but also content, situation, context and communicative purposes. The present analysis is a detailed study on how new Internet genres can play an important role in the Business English classroom. We have studied a corpus of 40 first page target ads, of which 20 introduced products, whereas the other 20 were created in order to offer information about different types of services. We have analysed sub-generic similarities and differences considering five different aspects: objectives, register, language, content units and the author’s presence in the resulting text. Conclusions are drawn from this study, emphasising how this type of ads can be used in the Business English classroom.

  15. Responding to Reading Instruction in a Primary-Grade Classroom

    Science.gov (United States)

    Mokhtari, Kouider; Porter, Leah; Edwards, Patricia

    2010-01-01

    In this article, the authors present a snapshot of how one kindergarten and Reading Recovery teacher organized instruction in her classroom, enabling her to provide constructively responsive reading assessment and instruction for her developing and struggling readers. (Contains 2 figures.)

  16. Comparing varieties of in-service English Language Training for primary school teachers in Norway

    Directory of Open Access Journals (Sweden)

    James Coburn

    2014-09-01

    Full Text Available International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

  17. Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

    OpenAIRE

    Jean-Marc Dewaele; Taghreed M. Al-Saraj

    2015-01-01

    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed ...

  18. Learning Tools to Enhance Student Achievement in an ASL-English Flipped Classroom for Deaf Students

    OpenAIRE

    Chung, Michelle

    2016-01-01

    With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when work...

  19. "Knowledge" in English Primary Schools' Decision-Making about Sex and Relationships Education

    Science.gov (United States)

    Wilder, Rachel

    2018-01-01

    Objective: To assess what kinds of knowledge policymakers in a sample of English primary schools utilised to make decisions about their school's sex and relationships education policy. Method: Semi-structured interviews were conducted with policymakers at three primary schools in the southwest of England, and documentary analysis of the schools'…

  20. Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools

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    Josefina Quintero Corzo

    2011-07-01

    Full Text Available Complying with school regulations and teachers' instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality of education.

  1. An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

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    Nurhafni Siregar

    2017-12-01

    Full Text Available The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening comprehension at STKIP Tapanuli Selatan (63 students and one lecturer. A descriptive study was used to achieve the objective of the study. The sample was taken by cluster sampling. The data were collected by using interview to know how the lecturer carried out the teaching practice of listening, and questionnaire  for the students and observation were used to find out how the calssroom activities were conducted. The descriptive analysis was used to anayse the data. Based on the data analysis, it was found that: (1 the lecturer carried out listening activities into four parts, they are preparation, prediction stage, listening, and post listening, and (2 the practice of teaching listening was effective related to the teaching pedagogical procedures in teaching listening comprehension. although there were some points that should be practice further. Based on the findings, it was recomended that the lecturer and the students may apply the less activities that had not been done.

  2. Exploring the Significance of Social Class Identity Performance in the English Classroom: A Case Study Analysis of a Literature Circle Discussion

    Science.gov (United States)

    Thein, Amanda Haertling; Guise, Megan; Sloan, DeAnn Long

    2012-01-01

    English educators at all levels have endeavored to understand difference in their classrooms both in terms of the content that they teach and in terms of the social and cultural identities of students in their classrooms. However, although educators have come a long way in understanding identity as it is constituted by race and gender, much work…

  3. "Big Fans," "Experts," and Those "In Need of a Challenge": Teacher Attitudes to "Manga and Anime Kids" in the Secondary English Classroom

    Science.gov (United States)

    Cheung, Kelly; O'Sullivan, Kerry-Ann

    2017-01-01

    Manga and anime may no longer be the "new kids" in wider media culture but they are relatively new texts for study in the secondary English classroom. Manga and anime support teachers in their work towards inclusive classroom practices and build multimodal literacies but the cartoony face of the medium belies a depth of analysis required…

  4. In-service English language training for Italian Primary School Teachers An experience in syllabus design

    Directory of Open Access Journals (Sweden)

    Barbara Dawes

    2013-06-01

    Full Text Available The aim of this paper is to report on an in-service English Language Teacher Training Programme devised for the Government project to equip Italian primary school teachers  with the skills to teach English. The paper focuses on the first phase of the project which envisaged research into the best training models and the preparation of appropriate  English Language syllabuses. In  the first three sections of the paper we report on the experience of designing the language syllabus. In the last section we suggest ways of using the syllabus as a tool for self reflective professional development.

  5. Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools

    Directory of Open Access Journals (Sweden)

    Gayathri Sundaravadhanan

    2017-01-01

    Full Text Available Introduction: Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Materials and Methods: Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. Results: The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. Conclusion: The results of this study point out the need to improve the listening environment for children in government primary schools in India.

  6. An investigation of using the computer for reading and writing in the English classroom in secondary schools in the UK

    Directory of Open Access Journals (Sweden)

    Bin Zou

    2006-10-01

    Full Text Available This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teachers in a secondary school in the UK involved this investigation. The findings of this study show that the computer can enhance students’ reading and writing. However, teachers have to learn how to control the process of teaching of reading and writing with the use of the computer.

  7. Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

    Directory of Open Access Journals (Sweden)

    Jean-Marc Dewaele

    2015-01-01

    Full Text Available The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males. Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014 and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013. Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.

  8. Student Achievement Outcomes of Immigrants and English Language Learners in an Urban Classroom: A Case Study of Great Strides and Hope

    Science.gov (United States)

    Adams, Benedict Lazarus

    2017-01-01

    This study entailed understanding how urban teachers supported a population of immigrant students (from non-English speaking countries) and English Language Leaners (ELLs) as well as how teachers made sense of and carried out instruction for this group of students in an urban classroom. The author's ultimate goal as a teacher educator was to…

  9. Artistic Technology Integration: Stories From Primary and Elementary Classrooms

    Science.gov (United States)

    Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah

    2015-01-01

    The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

  10. A Study on the Motivational Strategies in College English Flipped Classroom

    Science.gov (United States)

    Suo, Jia; Hou, Xiuying

    2017-01-01

    Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students' motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students' motivation. The paper makes a study on the…

  11. Talking about Talk: Reviewing Oracy in English Primary Education

    Science.gov (United States)

    Jones, Deborah

    2017-01-01

    This paper provides a review of oracy in primary education (5-11) in England. It discusses the nature of talk, acknowledging it as integral to the learning and teaching process and traces the history and development of the place of oracy within the curriculum. The article provides a critique of related policy initiatives including various…

  12. TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

    OpenAIRE

    Sachin Mohite; Meenal Dashputre

    2017-01-01

    The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

  13. The Needs of Primary English Teachers for an In-Service Teacher Training Program

    Directory of Open Access Journals (Sweden)

    Enisa Mede

    2016-04-01

    Full Text Available The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4 were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.Keywords: In-service teacher education, primary English language teachers, teacher needs, program design. İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçlarıÖzBu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme

  14. Classroom Interaction in Regular and Special Education Middle Primary Classrooms in the United Arab Emirates

    Science.gov (United States)

    Dukmak, Samir

    2010-01-01

    Samir Dukmak is an assistant professor in the Department of Special Education in the Faculty of Education at the United Arab Emirates University. The research reported in this article investigated the frequency, types of and reasons for student-initiated interactions in both regular and special education classrooms in the United Arab Emirates…

  15. Motivating Inquiry in Statistics and Probability in the Primary Classroom

    Science.gov (United States)

    Leavy, Aisling; Hourigan, Mairéad

    2015-01-01

    We describe how the use of a games environment combined with technology supports upper primary children in engaging with a concept traditionally considered too advanced for the primary classes: "The Law of Large Numbers."

  16. Toil and Trouble Confirmed: The Demise of Hallowe'en in English Primary Schools

    Science.gov (United States)

    Plater, Mark

    2007-01-01

    The claim that Hallowe'en has been eliminated from English primary schools is tested through empirical research in south-east England. The reasons given by teachers for their inclusion or non-inclusion of the subject are then explored. Finally, questions are raised about the implications of the findings for children's ongoing personal development,…

  17. The Inclusion of Pseudowords within the Year One Phonics "Screening Check" in English Primary Schools

    Science.gov (United States)

    Gibson, Howard; England, Jennifer

    2016-01-01

    The paper highlights problems surrounding the Year 1 Phonics Screening Check that has accompanied the legislative framework for synthetic phonics in English primary schools. It investigates the inclusion of pseudowords and raises questions regarding their generation and categorization, the rationale for their inclusion and the assumption that the…

  18. Expanding Global Language Education in Public Primary Schools: The National English Programme in Mexico

    Science.gov (United States)

    Sayer, Peter

    2015-01-01

    The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the "Programa Nacional de Inglés en Educación Básica" (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English…

  19. Spoken English in the classroom - A Study of attitudes and experiences of spoken varieties of English in English teaching in Norway

    OpenAIRE

    Hopland, Amalie Alsaker

    2016-01-01

    To be able to express oneself orally is one of the five basic skills that is considered necessary for learning and development in school, work, and in society, and therefore deserves attention. The English language has developed from mainly being a language belonging to the native speakers to becoming a world language. Today, speakers of English use the language mainly to communicate internationally. With this development, the native speaker norm has been questioned by many academics. This is...

  20. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Manas Ranjan Panigrahi

    2014-07-01

    Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.

  1. The English Education in Primary Schools in Minor Ethnic Areas in Western China--Taking Leshan City as an Example

    Science.gov (United States)

    Bing, Wang

    2016-01-01

    As we all know, China is a country with many ethnic minorities mainly living in the northeastern and southwestern China. The English education in the primary schools in these areas is an important issue. The article analyzes the status quo of English education in primary schools in minor ethnic areas, taking the Leshan city, a western one as an…

  2. Obesity prevention in English primary schools: headteacher perspectives.

    Science.gov (United States)

    Clarke, J L; Pallan, M J; Lancashire, E R; Adab, P

    2017-06-01

    Schools are seen as important contributors to obesity prevention, yet face barriers in fulfilling this function. This qualitative study investigates headteacher views on the primary school role in preventing obesity. Semi-structured interviews were held with 22 headteachers from ethnically and socio-economically diverse schools in the West Midlands, UK. Data analysis was conducted using the framework approach. Two over-arching categories were identified: 'School roles and responsibilities' and 'Influencing factors'. Participants agreed that although schools contribute towards obesity prevention in many ways, a moral responsibility to support children's holistic development was the principal motivator, rather than preventing obesity per se. The perceived impact on learning was a key driver for promoting health. Parents were believed to have the main responsibility for preventing obesity, but barriers were identified. Whilst headteachers recognized the advantageous position of schools in offering support to parents, opinion varied on the degree to which schools could and should take on this role. Headteachers serving more deprived areas reported adopting certain responsibilities that elsewhere were fulfilled by parents, and were more likely to view working with families on healthy lifestyles as an important school function. Several factors were perceived as barriers to schools doing more to prevent obesity, including academic pressure, access to expert support and space. In conclusion, school leaders need more support, through resources and government policy, to enable them to maximize their role in obesity prevention. Additionally, school-based obesity prevention should be an integral part of the education agenda rather than bolt-on initiatives. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. Jazyk komunikace ve výuce anglického jazyka v České republice: míšení jazyků / The language of communication in English classrooms in the Czech Republic: Mixing languages

    Directory of Open Access Journals (Sweden)

    Petr Najvar

    2013-12-01

    Full Text Available The paper deals with classroom communication. More specifically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice different language skills. Great differences in using the mother tongue and the target language were found between individual teachers, which is in line with the findings of a number of similar research studies. Towards the end of the paper, five typical situations of mixing languages are briefly presented.

  4. Effective Classroom Management

    Science.gov (United States)

    Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.

    2012-01-01

    This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…

  5. DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Vera S. Županec

    2018-02-01

    Full Text Available The Flipped Classroom (FC is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students’ involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC approach. Educational efficiency and students’ involvement are measured by combining the values of the students’ performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students’ mental effort and an increase in the students’ performance. On the basis of calculated efficiency and students’ involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.

  6. Picturebooks Go Digital – The Potential of Story Apps for the Primary EFL Classroom

    Directory of Open Access Journals (Sweden)

    Sonja Brunsmeier

    2017-05-01

    Full Text Available Storytelling and reading picturebooks are widespread activities in the primary EFL classroom. Generally, it is the teacher who reads most of the texts to the students: independent reading is less common in primary school classrooms. Many primary teachers are concerned that independent reading would be too difficult for their students and would lead to incorrect pronunciation. However, studies investigating the use of written language and extensive reading in the primary EFL classroom show that this teacher-centred approach to reading picturebooks does not fully exploit the language learning potential they offer. Story apps offer new opportunities for reading in a foreign language: their multi-modal nature facilitates the reading process. They offer innovative spaces for reader-text interaction that can help the reader understand the story, learn vocabulary and develop reading strategies. Based on the results of an action-research project, this paper explores the benefits of story apps for the primary EFL classroom and presents criteria for the selection of appropriate story apps for extensive reading settings.

  7. Researching into a MOOC Embedded Flipped Classroom Model for College English Reading and Writing Course

    Science.gov (United States)

    Xinying, Zhang

    2017-01-01

    There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging…

  8. English

    DEFF Research Database (Denmark)

    Phillipson, Robert

    2011-01-01

    The article exemplifies and presents the characteristics of linguistic imperialism, linguistic capital accumulation following the same pattern as capitalist economic dominance. The text summarizes the way English was established in the colonial period. Many of the mechanisms of linguistic hierarchy...... have been maintained and intensified since then, as African and Indian scholarship demonstrates. Language plays a key role in education, the World Bank taking over where colonial regimes left off. Anglo-American efforts to maintain global English dominance have intensified since 1945 and are central...... to the present-day world ‘order’, as the postcolonial is subsumed under global empire, assisted by English linguistic neoimperialism. Some scholars who deny the existence of linguistic imperialism are reported on, and the complexity of language policy in European integration is demonstrated. The article...

  9. The long term importance of English primary care groups for integration in primary health care and deinstitutionalisation of hospital care.

    Science.gov (United States)

    Goodwin, N

    2001-01-01

    This article reviews the impact of successive experiments in the development of primary care organisations in England and assesses the long-term importance of English primary care groups for the integration of health and community and health and social care and the deinstitutionalisation of hospital care. Governments in a number of Western countries are attempting to improve the efficiency, appropriateness and equity of their health systems. One of the main ways of doing this is to devolve provision and commissioning responsibility from national and regional organisations to more local agencies based in primary care. Such primary care organisations are allocated budgets that span both primary and secondary (hospital) services and also, potentially, social care. This article is based on a systematic review of the literature forthcoming from the UK Government's Department of Health-funded evaluations of successive primary care organisational developments. These include total purchasing pilots, GP commissioning group pilots, personal medical services pilots and primary care groups and trusts. Primary care organisations in England have proved to be a catalyst in facilitating the development of integrated care working between primary and community health services. Conversely, primary care organisations have proved less effective in promoting integration between health and social care agencies where most progress has been made at the strategic commissioning level. The development of primary care trusts in England is heralding an end to traditional community hospitals. The development of primary care groups in England are but an intermediate step of a policy progression towards future primary care-based organisations that will functionally integrate primary and community health services with local authority services under a single management umbrella.

  10. The long term importance of English primary care groups for integration in primary health care and deinstitutionalisation of hospital care

    Directory of Open Access Journals (Sweden)

    Nick Goodwin

    2001-03-01

    Full Text Available Purpose: This article reviews the impact of successive experiments in the development of primary care organisations in England and assesses the long-term importance of English primary care groups for the integration of health and community and health and social care and the deinstitutionalisation of hospital care. Theory: Governments in a number of Western countries are attempting to improve the efficiency, appropriateness and equity of their health systems. One of the main ways of doing this is to devolve provision and commissioning responsibility from national and regional organisations to more local agencies based in primary care. Such primary care organisations are allocated budgets that span both primary and secondary (hospital services and also, potentially, social care. Method: This article is based on a systematic review of the literature forthcoming from the UK Government's Department of Health-funded evaluations of successive primary care organisational developments. These include total purchasing pilots, GP commissioning group pilots, personal medical services pilots and primary care groups and trusts. Results: Primary care organisations in England have proved to be a catalyst in facilitating the development of integrated care working between primary and community health services. Conversely, primary care organisations have proved less effective in promoting integration between health and social care agencies where most progress has been made at the strategic commissioning level. The development of primary care trusts in England is heralding an end to traditional community hospitals. Conclusions: The development of primary care groups in England are but an intermediate step of a policy progression towards future primary care-based organisations that will functionally integrate primary and community health services with local authority services under a single management umbrella.

  11. Mobile English learning: an evidence-based study with fifth graders

    NARCIS (Netherlands)

    Sandberg, J.; Maris, M.; de Geus, K.

    2011-01-01

    Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a

  12. Facilitating access to English for Xhosa-speaking pupils in black township primary schools around Cape Town, South Africa

    Directory of Open Access Journals (Sweden)

    Liesel Hibbert

    2013-02-01

    Full Text Available The paper results from a research project completed by the author in 1994 on the quality of language-learning environments in the Cape Town area . . Xhosa is now constitutionally enshrined as one of the eleven official languages of South Africa, and is the dominant language in Western Cape black townships. This paper questions the fruitfUlness of primary schools in black townships attempting to use English as the sole medium of instruction. The paper shows that in actual classroom situations the Ll (Xhosa is used as an aid to L2 (English medium instruction in the schools of Khayelitsha and Lagunya townships around Cape Town. The paper argues for the recognition and forther extension of such bilingual practices in primary schools to work towards more successfUl use of the L2 as the medium of instruction. It assesses the implications of such bilingual policy for classroom interaction and materials development. Hierdie artikel spruit voort uit 'n navorsingsprojek wat in 1994 deur die skrywer onderneem is in groter Kaapstad oor die kwaliteit van die omgewings waarbinne taal aange/eer word. Xhosa is volgens die konstitusie een van die elf amptelike tale in Suid-Afrika en is die oorheersende taal in die swart woonbuurte van die Wes-Kaap. In hierdie artikel word die waarde bevraagteken van die poging wat in die primere skole in die swart woonbuurte aangewend word om Engels as enigste medium van onderrig te gebruik. In die artikel word ook daarop gewys dat skole in Khayelitsha en Lagunya, twee swart woonbuurte naby Kaapstad, Xhosa (Tl gebruik as hulpmiddel by die onderrig deur medium van Engels (T2. Daar word aangevoer dat hierdie gebruik van tweetalige onderrig in primere skole erkenning behoort te kry en verder uitgebrei behoort te word sodat daar gestrewe kan word na 'n meer suksesvol/e gebruik van die tweede taal as onderrigmedium. 'n Waardebepaling van die implikasies van so 'ntweetalige beleid vir k/askamerinteraksie en die ontwikkeling van

  13. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  14. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  15. Satisfaction With Communication in Primary Care for Spanish-Speaking and English-Speaking Parents.

    Science.gov (United States)

    Flower, Kori B; Skinner, Asheley C; Yin, H Shonna; Rothman, Russell L; Sanders, Lee M; Delamater, Alan; Perrin, Eliana M

    Effective communication with primary care physicians is important yet incompletely understood for Spanish-speaking parents. We predicted lower satisfaction among Spanish-speaking compared to English-speaking Latino and non-Latino parents. Cross-sectional analysis at 2-month well visits within the Greenlight study at 4 pediatric resident clinics. Parents reported satisfaction with 14 physician communication items using the validated Communication Assessment Tool (CAT). High satisfaction was defined as "excellent" on each CAT item. Mean estimations compared satisfaction for communication items among Spanish- and English-speaking Latinos and non-Latinos. We used generalized linear regression modeling, adjusted for parent age, education, income, and clinic site. Among Spanish-speaking parents, we compared visits conducted in Spanish with and without an interpreter, and in English. Compared to English-speaking Latino (n = 127) and non-Latino parents (n = 432), fewer Spanish-speaking parents (n = 303) reported satisfaction with 14 communication items. No significant differences were found between English-speaking Latinos and non-Latinos. Greatest differences were found in the use of a greeting that made the parent comfortable (59.4% of Spanish-speaking Latinos endorsing "excellent" vs 77.5% English-speaking Latinos, P English-speaking Latinos, P < .01). After adjusting for parent age, education, income, and study site, Spanish-speaking Latinos were still less likely to report high satisfaction with these communication items. Satisfaction was not different among Spanish-speaking parents when the physician spoke Spanish versus used an interpreter. Satisfaction with physician communication was associated with language but not ethnicity. Spanish-speaking parents less frequently report satisfaction with communication, and innovative solutions to enhance communication quality are needed. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All

  16. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Science.gov (United States)

    Panigrahi, Manas Ranjan

    2014-01-01

    The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

  17. Meeting Special Educational Needs in Primary Classrooms: Inclusion and How to Do It. 2nd Edition

    Science.gov (United States)

    Briggs, Sue

    2016-01-01

    There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of "Meeting Special Educational Needs in Primary Classrooms" is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children…

  18. Integrating ICTs into the Environmental Science Primary School Classroom in Chegutu District, Zimbabwe: Problems and Solutions

    Science.gov (United States)

    Shadreck, Mandina

    2015-01-01

    This study investigated primary school teachers' perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach that is in line with the phenomenological perspective as it sought to acquire knowledge through understanding the direct…

  19. Teachers' use of classroom assessment in primary school mathematics education in the Netherlands

    NARCIS (Netherlands)

    Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria

    2013-01-01

    This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about

  20. Healthy Eating for Life English as a second language curriculum: Primary outcomes from a nutrition education intervention targeting cancer risk reduction

    OpenAIRE

    Duncan, Lindsay R; Martinez, Josefa L; Rivers, Susan E; Latimer, Amy E; Bertoli, Michelle C; Domingo, Samantha; Salovey, Peter

    2012-01-01

    We conducted a pre–post feasibility trial of Healthy Eating for Life, a theory-based, multimedia English as a second language curriculum that integrates content about healthy nutrition into an English language learning program to decrease cancer health disparities. Teachers in 20 English as a second language classrooms delivered Healthy Eating for Life to 286 adult English as a second language students over one semester. Postintervention data are available for 227 students. The results indica...

  1. Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions

    Science.gov (United States)

    Lee, Given; Wallace, Amanda

    2018-01-01

    Although many educators have recently discussed the positive effects of flipped learning, there is little empirical evidence about whether this approach can actually promote students' English learning. This study was undertaken in four sections of the same College English 1 (E1) course over two consecutive semesters at a South Korean university. A…

  2. Transformational Teaching: Pakistani Students' Perspectives in the English Classroom

    Science.gov (United States)

    Tahir, Khazima

    2018-01-01

    The purpose of this study was to investigate the potential of transformational teaching practices in learning and teaching of English as a second language in Pakistan. The study examined student descriptions about professorial charisma, intellectual stimulation, and individualized consideration in bachelor English programs, as well as how these…

  3. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

    Science.gov (United States)

    Wang, Yang; Liu, Chao

    2016-01-01

    This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

  4. Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom

    Science.gov (United States)

    Teng, Bunthan; Sinwongsuwat, Kemtong

    2015-01-01

    This paper provides an overview of English language teaching and learning, specifically as it pertains to teaching English conversational skills in Thailand. The paper examines the shortcomings of the Communicative Language Teaching (CLT) approach, the current dominant pedagogical approach in the nation, and explores how the integration of…

  5. Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China

    NARCIS (Netherlands)

    Wei, M.; Brok, den P.J.; Zhou, Yalun

    2009-01-01

    We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers’ interpersonal

  6. ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms

    Science.gov (United States)

    Turney, Kristilynn M.

    2013-01-01

    This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

  7. Taking English outside of the Classroom through Social Networking: Reflections on a Two-Year Project

    Science.gov (United States)

    Ohashi, Louise

    2016-01-01

    In Japan, like most English as a Foreign Language (EFL) contexts, students have few opportunities to use English in daily life, and this limits their ability to develop their language skills. To address this, many teachers provide homework tasks and guide students towards autonomous learning. In an effort to do the latter, a private Facebook group…

  8. Anthropometric evaluation and recommendation for primary schools classroom furniture design in Perlis

    Science.gov (United States)

    Shan, Lim Shaiu; Jing, Ewe Hui; Effendi, M. S. M.; Rosli, Muhamad Farizuan

    2017-09-01

    This study was carried out with the objective to obtain the anthropometric data of primary school children from Year 1 to Year 6 and evaluate the children's anthropometry with the current dimensions of classroom furniture (i.e. chair and table). In addition, this study also proposed the design dimensions for the improvement in classroom furniture design with the consideration of children's anthropometric data. A total of 390 children selected from 13 primary schools in Perlis, Malaysia were participated in this study. There were 11 anthropometric measurements of children have been measured in this study, which include stature (St), popliteal height (PH), knee height (KH), thigh thickness (TT), buttock popliteal length (BPL), hip breadth (HB), sitting shoulder height (SSH), sitting elbow height (SEH), forearm-hand length (FHL), height of lumbar point (HLP) and buttock clearance (BC). Besides that, 7 dimensions relating to current classroom chair have been measured, such as seat height (SH), seat depth (SD), seat width (SW), upper edge of backrest (UEB), lower edge of backrest (LEB), S point (SP), overall chair height (OCH). Another 5 dimensions of the existing classroom table have been measured too, which involve table height (TH), table depth (TD), table width (TW), under table height (UH) and seat to table clearance (STC). All the measurements were performed by using metal measuring tape. The anthropometric data of the children were analyzed with the help of Microsoft Excel 2013. Several equations with associated with the anthropometric data and furniture dimensions have been applied in this research. The new design dimensions for classroom furniture that proposed in this paper which based on the collected anthropometric data can be referred as a guideline for classroom furniture design. The implementation of these data may help to create comfortability, safety, suitability and improve performance of children in the classroom.

  9. Fostering Ecological Literacy: A Case Study of the Saint John Harbour in Two High School English Language Arts Classrooms

    Science.gov (United States)

    Douglas, Velta

    Integrating environmental education into curriculum in a way that tackles the holistic and complicated nature of multi-dimensional issues continues to be a challenge for educators and administrators. There is potential in using ecological literacy to introduce local environmental case studies into English Language Arts high school classrooms. This research examines the experiences of two ELA classrooms in one Saint John, NB, high school with a two-week unit based on stakeholder relationships within the Saint John Harbour. Through presentations by guest speakers and research sourced from local community groups, students learned about the highly complex environmental issues that inform management decisions for the Harbour. Using these materials as background, students participated in a mock stakeholders meeting. Case study methodology was used to explore student learning in both a higher-level and a lower-level grade 10 ELA class. Data for the analysis included: cognitive mapping exercises; oral and written classroom assignments and activities; a videotape of the mock stakeholder meetings; a focus group interview with selected students; and researcher field notes. Data demonstrated significant student learning about environmental issues including increased sophistication in describing links between and among environmental issues affecting the harbour, and much more complex understandings of the positions and roles of the various stakeholder groups. Some important areas of resistance to new learning were also evident. Implications for practice and policy and recommendations for future research are discussed.

  10. Designing acoustics for linguistically diverse classrooms: Effects of background noise, reverberation and talker foreign accent on speech comprehension by native and non-native English-speaking listeners

    Science.gov (United States)

    Peng, Zhao Ellen

    The current classroom acoustics standard (ANSI S12.60-2010) recommends core learning spaces not to exceed background noise level (BNL) of 35 dBA and reverberation time (RT) of 0.6 second, based on speech intelligibility performance mainly by the native English-speaking population. Existing literature has not correlated these recommended values well with student learning outcomes. With a growing population of non-native English speakers in American classrooms, the special needs for perceiving degraded speech among non-native listeners, either due to realistic room acoustics or talker foreign accent, have not been addressed in the current standard. This research seeks to investigate the effects of BNL and RT on the comprehension of English speech from native English and native Mandarin Chinese talkers as perceived by native and non-native English listeners, and to provide acoustic design guidelines to supplement the existing standard. This dissertation presents two studies on the effects of RT and BNL on more realistic classroom learning experiences. How do native and non-native English-speaking listeners perform on speech comprehension tasks under adverse acoustic conditions, if the English speech is produced by talkers of native English (Study 1) versus native Mandarin Chinese (Study 2)? Speech comprehension materials were played back in a listening chamber to individual listeners: native and non-native English-speaking in Study 1; native English, native Mandarin Chinese, and other non-native English-speaking in Study 2. Each listener was screened for baseline English proficiency level, and completed dual tasks simultaneously involving speech comprehension and adaptive dot-tracing under 15 acoustic conditions, comprised of three BNL conditions (RC-30, 40, and 50) and five RT scenarios (0.4 to 1.2 seconds). The results show that BNL and RT negatively affect both objective performance and subjective perception of speech comprehension, more severely for non

  11. Primary Connections: Simulating the Classroom in Initial Teacher Education

    Science.gov (United States)

    Hume, Anne Christine

    2012-01-01

    The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

  12. Where Cultural Games Count: The Voices of Primary Classroom Teachers

    Science.gov (United States)

    Nabie, Michael Johnson

    2015-01-01

    This study explored Ghanaian primary school teachers' values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers' voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the…

  13. Classroom assessment in Chinese primary school mathematics education

    NARCIS (Netherlands)

    Zhao, X.

    2018-01-01

    In mainland China, where there exists a deeply-rooted examination culture, an assessment reform promoting the use of assessment to support teaching and learning has been carried out since 2001. After a decade, however, only a few studies have been done that focus on primary school mathematics

  14. Developing classroom formative assessment in dutch primary mathematics education

    NARCIS (Netherlands)

    van den Berg, M.; Harskamp, E.G.; Suhre, C.J.M.

    2016-01-01

    In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative

  15. An alternative methodology for teaching English in the first cycle of primary education

    Directory of Open Access Journals (Sweden)

    Nery I. Calvet Valdés

    2005-03-01

    Full Text Available The implementation of English language programs in the first cycle of primary education makes it necessary to implement a methodology that leads enclosed in itself the challenge imposed on us every day to create a man more prepared in communicating in foreign languages. The article proposes a methodology that has as its core concepts characterization of the school, values education, communication and culture in learning conditions that encourage interaction.

  16. SPECIFICS OF IMPLEMENTING TECHNOLOGY OF ASSOCIATIVE TEACHING ENGLISH AT PRIMARY SCHOOL

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    Iryna Lobachova

    2016-11-01

    Full Text Available The article deals with the problem of the application of the associative teaching technology at primary school and the peculiarities of its implementation in teaching English to primary schoolchildren. It is found out that the modern primary school student should be able to think creatively, to solve given tasks, find associative links between objects, and be able to intercultural communication. So, a teacher has to master the innovative teaching technologies that optimize and intensify the educational process to forming primary schoolchildren’s abilities of this kind. It is determined that the technology of associative teaching English to primary schoolchildren is one of the most effective technologies because it meets quite new goals and tasks of teaching foreign languages at primary school, age and individual characteristics, needs, and interests of primary schoolchildren. It is shown that the associative teaching technology is based on the principle of harmony with nature and it creates conditions that are close to life situations, makes learning the foreign language accessible and relaxed. Associative teaching a foreign language and its various aspects are performed in accordance with the primary schoolchildren’s individual characteristics. The psychological mechanism is very important in the organization of associative teaching; it is taken into account in teaching children of primary school because human beings think with images and words are sound images that allow you to express what a person sees, feels, and thinks. Associative teaching combines both verbal and non-verbal means of communication. Associative teaching contributes to learning a foreign language based on the child’s real actions in the form of the active actions with items in accordance with the human linguistic programme that defines phased sequence of the language development. An effective method of teaching a foreign language is a method of Mind Mapping, which

  17. As naturalistic as it gets: Subtitles in the English classroom in Norway

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    Mila eVulchanova

    2015-01-01

    Full Text Available This study aimed to investigate both short-term and long-term effects of exposure to original English subtitles in the context of learning English as a second language in Norwegian upper secondary/high schools (Baltova, 1999. The study was initially inspired by Mitterer and McQueen (2009 who showed that original English subtitles improved speech perception, and more generally, processing of less frequent English varieties.We ran a series of tests with two age groups, 16 year old (N = 65 and 17 year old (N=49 students. To establish a baseline, we tested all participants’ proficiency on grammar and vocabulary. In addition participants filled out a questionnaire on their linguistic background with a focus on extra-curricular activities where English might be involved (e.g., watching videos/TV, playing computer games, but also time spent reading/writing English. Both groups of 16 and 17-year-old pupils were divided into three groups each and had to watch an episode of Family Guy, a control group, who watched without subtitles and 2 experimental groups, one watching with original English subtitles, and the other with native Norwegian subtitles. Our hypothesis was that native Norwegian subtitles would aid comprehension in the younger experimental group of participants (16 year olds, whereas, in contrast, the English subtitles would be more beneficial for the older group (17 year olds. We also expected that level of proficiency would modulate this effect. To test this we administered a comprehension test measuring how well the participants understood the story.To check whether exposure to subtitles was beneficial in the long-term (d’Ydewalle and Van de Poel, 1999, we tested the same groups of participants four weeks after the first experiment. We administered a word definition task and a word recall task, both containing words that participants had been exposed to in the Family Guy video.

  18. Physical Education in English. A proposal for working postural hygiene in Primary Education

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    García Pellicer, J. J.

    2012-07-01

    Full Text Available In recent years, European Union has increased the demand for bilingual education as a tool to prepare young people in school and at work. This need has been reflected in the educational legislation of its member countries In Spain, since 2006 there is a basic competency related to foreign language learning. The Physical Education area has become an ideal means to facilitate the learning of English through play and movement. In order to facilitate the work of future teachers in the area, this article examines the teaching of Physical Education in the bilingual English. The current legislation that governs the implementation of bilingualism in schools will be presented, along with the most important methodological considerations for teaching our subject in English. Finally, in the section about practical applications, we present a circuit of activities to work postural hygiene in Primary Education. Each activity has its description in Spanish and English, along with the «teacher speech», with specific instructions to carry out in each of the exercises

  19. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    Science.gov (United States)

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  20. Examining Teachers' Views on the Implementation of English as L3 into Primary Schools: A Case of Kazakhstan

    Science.gov (United States)

    Zhetpisbayeva, Bakhytgul A.; Shelestova, Tatyana Y.; Abildina, Saltanat K.

    2016-01-01

    The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a third language (L3) to grades 1-4 in 2013. As with many changes in the curriculum, English language teaching has also been changed and the starting age for learning of English…

  1. Emerging Critical Meta-Awareness among Black and Latina/o Youth during Corrective Feedback Practices in Urban English Language Arts Classrooms

    Science.gov (United States)

    Martinez, Danny C.

    2017-01-01

    This article addresses teachers' uptake of Black and Latina/o youth linguistic repertoires within the official space of an English Language Arts (ELA) classroom and how youth respond to corrective feedback that is focused on the form of their messages, rather than their function. Corrective feedback offered by one Latina teacher indexed larger…

  2. Expanding the Possibilities of Discussion: A Strategic Approach to Using Online Discussion Boards in the Middle and High School English Classroom

    Science.gov (United States)

    Ruday, Sean

    2011-01-01

    This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features. The features of online discussion boards, their effects, and how these boards…

  3. Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development

    Science.gov (United States)

    Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

    2018-01-01

    Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

  4. Examining teachers’ views on the implementation of English as L3 into primary schools: A case of Kazakhstan

    Directory of Open Access Journals (Sweden)

    Bakhytgul A Zhetpisbayeva

    2016-06-01

    Full Text Available The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a third language (L3 to grades 1-4in 2013. As with many changes in the curriculum, English language teaching has also been changed and the starting age for learning of English language has been lowered to 6-7 years of age (Grade 1. However, implementation of the curriculum requires readiness on the part of the teachers and teachers' views about teaching English in primary school is important for successful implementation of English language policy. Thus, this research aims to investigate the teachers’ views about the starting age for L3 learning, teachers' professional development, teaching materials and problems of implementation of a language policy in primary schools in Kazakhstan. The data for the study was gathered from 105 English teachers working in different primary schools. The study revealed that most have not yet made a transition to the organized system of teaching English languages in primary school.

  5. English As A Foreign Language (Efl) Learning Through Classroom Interaction:An Investigation Of Participants’ Collaborative Use Of Speech Prosody In Classroom Activities In A Secondary Efl Classroom

    OpenAIRE

    Zhao, Xin

    2014-01-01

    Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching...

  6. Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

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    Natalya Emelyanova

    2017-03-01

    Full Text Available The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL. A study was conducted at a Russian university (The National Research University Higher School of Economics in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS. The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

  7. CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI

    Directory of Open Access Journals (Sweden)

    Umi Nur Kurniliawati

    2016-08-01

    as observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.

  8. The Paperless Classroom: E-filing and E-valuating Students' Work in English Composition.

    Science.gov (United States)

    Davis, Dan

    2002-01-01

    Explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform. Claims that the system can be an efficient method for storing and evaluating papers and communicating with students. Concludes that the system allows the author to create a permanent electronic paper…

  9. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

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    Chappell, P

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  10. Developing Interactional Competence by Using TV Series in "English as an Additional Language" Classrooms

    Science.gov (United States)

    Sert, Olcay

    2009-01-01

    This paper uses a combined methodology to analyse the conversations in supplementary audio-visual materials to be implemented in language teaching classrooms in order to enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000 words (Coupling Corpus), the author tries to reveal the potentials of using TV series in …

  11. One High School English Teacher: On His Way to a Flipped Classroom

    Science.gov (United States)

    Shaffer, Shelly

    2016-01-01

    This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

  12. Revisiting "Pearl Harbor": Resistance to Reel and Real Events in an English Language Classroom

    Science.gov (United States)

    Mackie, Ardiss; Norton, Bonny

    2006-01-01

    In this article, we draw on disruptive scenes in a postsecondary classroom to examine a critical incident concerning conflicting readings of the film "Pearl Harbor" (2001). We raise crucial questions for pedagogical work with popular film: Who speaks for whom about the meaning of a given film? Under what conditions do students resist…

  13. A Preliminary Assessment of Buddhism's Contextualisation to the English RE Classroom

    Science.gov (United States)

    Thanissaro, Phra Nicholas

    2011-01-01

    In a preliminary study, 20 "migrant" Buddhist parents and children from England participated in semi-structured interviews to compare their home nurture with classroom presentation of Buddhism. In the home Buddhism received more time allocation and was presented mainly by the mother and monks--the content being that of "perpetuating…

  14. Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

    Science.gov (United States)

    Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

    2017-06-01

    The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

  15. A Pilot Classroom-Based Study of Attention and Working Memory Strategies for Primary-Aged Students

    Science.gov (United States)

    Colmar, Susan; Davis, Nash; Sheldon, Linda

    2016-01-01

    An exploratory applied study, using a set of attention and working memory strategies specifically developed for students and named Memory Mates, was completed with normally developing students attending a primary school. Students in one classroom received the intervention, while the other classroom functioned as a control group. The study was…

  16. "I Think It Helps You Better When You're Not Scared": Fear and Learning in the Primary Classroom

    Science.gov (United States)

    Hargreaves, Eleanore

    2015-01-01

    The research reported in this article explored in 2013 the classroom fear of two samples of UK primary school pupils (aged 7-8 and also 10-11 years old). The investigation was approached within a framework of critical theory, in which emancipatory aims were embraced. The authoritarian nature of most classrooms necessitates that teachers control…

  17. Are classroom internet use and academic performance higher after government broadband subsidies to primary schools?

    OpenAIRE

    Hyland, Marie; Layte, Richard; Lyons, Sean; McCoy, Selina; Silles, Mary

    2013-01-01

    This paper combines data from a government programme providing broadband access to primary schools in Ireland with survey microdata on schools', teachers' and pupils use of the internet to examine the links between public subsidies, classroom use of the internet and educational performance. Provision of broadband service under a government scheme was associated with more than a doubling of teachers' use of the internet in class after about a two year lag. Better computing facilities in school...

  18. Evaluating risk communication about fish consumption advisories: efficacy of a brochure versus a classroom lesson in Spanish and English.

    Science.gov (United States)

    Burger, Joanna; McDermott, Melanie Hughes; Chess, Caron; Bochenek, Eleanor; Perez-Lugo, Marla; Pflugh, Kerry Kirk

    2003-08-01

    Presentation format can influence the way target audiences understand risk-related information. Brochures or fish fact sheets are the methods traditionally used by state agencies to inform the public about fish consumption advisories and the risks from consuming fish. This study examines the efficacy of presenting information about the risks from consuming contaminated fish and shellfish in two different formats: a brochure and classroom presentation. The two instruments were developed and tested in Spanish and English, reflecting the local ethnic composition in the Newark Bay Complex. The instruments were tested on women of child-bearing age at the Women, Infants, and Children Center in Elizabeth, New Jersey. Detailed diagrams were used in both presentations, including contaminated fish species, fish preparation methods, and food chain bioaccumulation and transmission to the fetus. There were few language-related differences in the efficacy of the classroom lesson, and the main ideas were understood by both groups. Where there were significant differences in understanding about the risks from consuming fish or crabs from the contaminated waters of Newark Bay, in all cases the women exposed to the classroom lesson had a better understanding than those who read the brochure. Ninety-six percent of the women who heard the lesson understood that it was unsafe to eat fish from the port, compared to 72% of those reading the brochure. Both formats succeeded in imparting information to most women about the area under advisories, the fish species under advisories, and transmission of toxins to the fetus. Information on fish preparation was recalled less clearly, partly because women were asked to relate methods to reduce the risk from consuming fish from 11 presented, and most recalled only two or three of the list. The advantages and disadvantages of conducting short classes to women of child-bearing age are discussed.

  19. The Effects of Global Education in the English Language Conversation Classroom

    Science.gov (United States)

    Omidvar, Reza; Sukumar, Benjamin

    2013-01-01

    Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the…

  20. Exploring the Role of Music in Secondary English and History Classrooms through Personal Practical Theory

    Science.gov (United States)

    Goering, Christian Z.; Burenheide, Bradley J.

    2010-01-01

    This article explores the development of utilizing music as a Personal Practical Theory (PPT) in the teaching of English and history. Specifically, the authors explore the nature of PPT's, the benefits of utilizing music, and the process through which teachers begin using a new approach in their pedagogy. Unique contributions are the application…

  1. A Survey on Chinese Students' Online English Language Learning Experience through Synchronous Web Conferencing Classrooms

    Science.gov (United States)

    Li, Chenxi

    2016-01-01

    The online education industry has had a rapid economic development in China since 2013, but this area received little attention in research. This study investigates Chinese undergraduate students' online English learning experiences and online teacher-learner interaction in synchronous web conferencing classes. This article reports the findings…

  2. Using Nasreddin Hodja Stories in English as a Foreign Language (EFL) Classrooms

    Science.gov (United States)

    Yaman, Ismail

    2017-01-01

    Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL) coursebooks. These cultural elements are not limited to the target culture but they cover local and…

  3. Observations of Real-Time Captioning in the Elementary English Language Learner Classroom

    Science.gov (United States)

    Ingraham, Nissa

    2014-01-01

    This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of…

  4. From Keats to Kanye: Romantic Poetry and Popular Culture in the Secondary English Classroom

    Science.gov (United States)

    Bowmer, Megan E.; Curwood, Jen Scott

    2016-01-01

    This case study examined a Romanticism unit within a Year 9 English class in Sydney, Australia. It considered whether popular culture could build connections between students' lives and Romanticism, and whether the process of remixing "high" Romantic poetry with "low" popular culture could foster student engagement. Thematic…

  5. The Invisible Revolving Door: The Issue of Teacher Attrition in English Language Development Classrooms in Arizona

    Science.gov (United States)

    Heineke, Amy J.

    2018-01-01

    The most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture national and international attention. Five school years removed from the initial implementation, this study aimed to understand the complexities of Arizona language policy in…

  6. Singing Songs as a Creative Method for Narrative Inquiry in the English Classroom

    Science.gov (United States)

    Riddle, Stewart

    2015-01-01

    Narrative inquiry has a long tradition in qualitative educational research, although it remains a relatively untapped method of investigation in English curriculum and pedagogy studies. This paper presents one experimental narrative approach through the use of song lyrics as a musical method for storying interview data. Working with non-linear and…

  7. (Re)visioning U.S. Latino Literatures in High School English Classrooms

    Science.gov (United States)

    Rojas, Mary Alexandra

    2010-01-01

    The term "Latino" in this paper adopts a U.S. definition to refer to those persons born/living in the United States who are of Latin American ancestry. U.S. Latino literature is defined as literature that is originally composed mostly in English, but not exclusively, by authors of U.S. Latino background. Selections of Latino literature…

  8. Games as Text, Games as Action: Video Games in the English Classroom

    Science.gov (United States)

    Beavis, Catherine

    2014-01-01

    Contemporary views of literacy, and of English and Language Arts curriculum recognise the importance of digital culture and communication forms in many young people's lives and the multiple forms of literacy students engage with as they work, interact and play. Amongst these, videogames, whether played on PCs, laptops, wiis, or on mobile devices…

  9. The first English (EFL) lesson : Initial settings or the emergence of a playful classroom culture

    NARCIS (Netherlands)

    van Dam, J.; Bannink, A.; Bell, N.

    2017-01-01

    This discourse-based micro-ethnographic study scrutinizes the various forms of play that are a recurrent and salient feature of a first English (EFL) lesson in a Dutch secondary school context. In the first part of the lesson collective speaking formats associated with cultural games and routines in

  10. Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities

    Science.gov (United States)

    Erbstein, Nancy

    2015-01-01

    This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human…

  11. Negotiating Ideologies about Teaching Writing in a High School English Classroom

    Science.gov (United States)

    Vetter, Amy; Myers, Joy; Hester, Madison

    2014-01-01

    More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her…

  12. The Commodification of English in "Madrid, Comunidad Bilingüe": Insights from the CLIL Classroom

    Science.gov (United States)

    Relaño Pastor, Ana María

    2015-01-01

    This article analyzes how multilingual education in the Madrid region has been addressed through the medium of Spanish/English content and language integrated learning (CLIL) bilingual programs, widely implemented in public schools of this region in the last decade. By adopting a critical interpretive perspective (Tollefson in "Language…

  13. RESPONDING TO MULTICULTURAL ENGLISH CLASSROOMS: TEACHERS‟ POLICY TOWARDS INTERCULTURAL COMPETENCE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Athriyana Pattiwael

    2017-04-01

    These cultural-lingual contacts in the context of learning second or foreign language possibly involve the acquisition of a second (or third cultural identity (Brown, 2000. The contact and the process of acquisition present opportunity for the teachers to develop students‘ intercultural communicative competence. Yet, the process can be disrupted and take the students to experience culture shock and conflict if the teachers are lack of classroom policy in managing it. This aspect is often neglected during teaching-learning process in which few attentions are paid to how supports are provided for students to go through the acculturation process. This paper, then, addresses some issues that ELT teachers could consider as part of their classroom policy when they work with the students experiencing the cultural-lingual contact aimed at developing intercultural communicative competence.

  14. On Fostering Students'Interest in Speaking English in the Classroom

    Institute of Scientific and Technical Information of China (English)

    Zhang Lizhou

    2015-01-01

    This paper mainly introduces students' interest' fostering and stimulating. First, it tells the importance of interest in learning by citing the famous person' s word. Then it turns to the some knowledge that we should pay attention to in fostering students' interest. Then it is about the introduction to the principles that we should adhere to in fostering students' interest. Last, it draws to a conclusion, and once again, it tells us the importance of interest in classroom teaching.

  15. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  16. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  17. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  18. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  19. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  20. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  1. Narrative Research Into the Possibilities of Classroom-Generated Stories in English Teacher Education

    Directory of Open Access Journals (Sweden)

    María Cristina Sarasa

    2015-01-01

    Full Text Available This paper summarizes a narrative inquiry carried out with forty volunteer undergraduate participants attending the course Overall Communication, in the English Teacher Education Program in the School of Humanities of the Universidad Nacional de Mar del Plata, Argentina. It addresses their family/academic identities and personal practical knowledge—as articulated in their written narratives about a class activity concerning the telling of “unheroic” lives—produced by these students while exploring heroes in Irish films. Narrative interpretation of these undergraduates’ work yields categories of analysis concerning story protagonists’ origins, moral values, types of knowledge generated, and implications for English teacher education. Finally, the paper discusses some issues its findings raise in this field.

  2. Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

    Directory of Open Access Journals (Sweden)

    Trine Mathiesen Gilje

    2014-10-01

    Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

  3. E-CONTENT AS THE MEANS OF FORMING METHODOLOGY COMPETENCE OF PRIMARY SCHOOL TEACHERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Olena Iaburova

    2016-11-01

    Full Text Available The author of the article depicts the questions of using e-content as the means of forming methodology competence of primary school teachers of English and underlines that Information-communication technologies have become an integral part of modern society life in the XXI century. It is also pointed out the main reasons of using ICT technologies at the lessons of English at primary school. Pupils grow up along with the development of modern information technologies which become a natural and constituent part of their life, for them using Internet-resources is the way to combine real-life situations with learning activity. Internet-lessons give new opportunities for using authentic learning materials, allow to connect geographically distant groups and involve them into the mutual activity, and provide new ways for conversational practice and assessing results, gives students practical experience in all four kinds of language activity: speaking, listening, reading and writing. The author offers a couple of options for creating online materials which cover a wide variety of formats and storage options and give primary school teachers an idea of the kinds of things that can be produced with very little technical knowledge. Ones of the most popular are the Discovery School Puzzlemaker (http: // puzzlemaker.school.discovery.com/ and Smile (http:// smile.clear.msu.edu which are ideal tools for reviewing vocabulary, expanding lists of synonyms and antonyms, activating paraphrasing skills and using word definitions. The most famous authoring tools of developing e-content are Hot Potatoes and Kahoot.com. These are small Windows or Mac programmes that create web-based exercises of the following types: multiple choice, short answer, jumbled sentence, crossword, matching/ordering, gap-filling. According to the author’s experience, implementing electronic materials into the structure of the English lesson in primary school considerably increases young

  4. Classroom

    Indian Academy of Sciences (India)

    sharing personal experiences and viewpoints on matters related to teaching and learning science. ... is, as evident from the normal meaning of the English word, a correspondence ... permutations as the process of applying one after the other.

  5. The development of English primary care group governance. A scenario analysis.

    Science.gov (United States)

    Sheaff, R

    1999-01-01

    At present there is a policy vacuum about what English Primary Care Groups' (PCGs) governance will be when they develop into Primary Care Trusts (PCTs). Draft legislation leaves many options open, so PCT governance is likely to 'emerge' as PCTs are created. It also remains uncertain how general practitioners (GPs) will react to the formation of PCTs and how the UK government will then respond in turn. A scenario analysis suggests three possible lines of development. The base (likeliest) scenario predicts a mainly networked form of PCT governance. An alternative scenario is of PCT governance resembling the former National Health Service internal market. A third scenario predicts 'franchise model' PCTs employing some GPs and subcontracting others. To different degrees all three scenarios predict that PCTs will retain elements of networked governance. If it fails to make GPs as accountable to NHS management as the UK government wishes, networked governance may prove only a transitional stage before English PCTs adopt either quasi-market or hierarchical governance.

  6. Attitudes of the Students Studying at Kafkas University Private Primary EFL Classroom towards Storytelling and Motivation

    Directory of Open Access Journals (Sweden)

    Gencer Elkılıç

    2008-04-01

    Full Text Available In order to determine their motivation for learning English as a foreign language;their preferred learning activities; and, in particular, their attitudes towards learningEnglish through the medium of storytelling, a questionnaire was administered to 21students from the 4th year of Kafkas University private primary school in Kars, Turkey.The results show that both story telling and grammar were perceived as very enjoyableby a majority of the participants, 71.43% and 52.38% respectively. Audio and visualteaching aids and comprehension questions were found to make a substantialcontribution towards facilitating understanding of the stories. The participantsdemonstrated various types of extrinsic and intrinsic motivation towards learningEnglish, in particular the belief that English would be useful, in some unspecified way,in the future (52.38% of respondents. The most popular learning activities were foundto be first language games, second acting out the stories, and third the storiesthemselves. The least popular learning activities were found to be tests and writing.However, 47.62% of participants specified that they did not dislike any of their learningactivities. The pedagogical implications of the findings are discussed.

  7. Teaching Writing in the English as a Foreign Language Classroom in Canada

    OpenAIRE

    Koch, Glenn G.

    1999-01-01

    Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...

  8. PEDAGOGICAL CONDITIONS OF USING A WIMMELBUCH AT ENGLISH LESSONS AT PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Iryna Lobachova

    2017-04-01

    Full Text Available The article deals with the problem of using a Wimmelbuch as visual teaching aids for forming foreign language communication skills at English lessons at primary school. Nowadays much attention is given to the problem of forming and improving foreign language communication skills of primary schoolchildren in scholarly works and case studies. The aim of the article is to analyze the problem of implementing visual teaching aids, in particular a Wimmelbuch while forming foreign language communication skills at English lessons at primary school. The aim involves the following tasks: to define the factors that influence forming primary schoolchildren’s communicative competence; to find out the pedagogical conditions of the problem of using visual aids (a Wimmelbuch in teaching a foreign language at primary school. Such methods as analysis, synthesis, and systematization are used to achieve the aim of the article. They help to get to the essence of the outlined problem and pass from a less general idea to more general one logically. Much attention is given to the factors that influence forming primary schoolchildren’s communicative competence. The pedagogical conditions of the problem of using a Wimmelbuch in learning a foreign language at primary school are determined. It is found out that the current labor market conditions require from the organization of the educational process at secondary school to lay the strong foundation for the formation of primary professional skills of an individual. Therefore, teaching English should have both the communicative-oriented character and professionally-directed one that promotes developing consciousness; expanding students’ outlook, their creative development, personal culture and competence; forms recognizing a multicultural world. Nowadays there are the following features of the communicative approach in learning a foreign language: a a language is examined as a means of communication, preference is

  9. English in the multilingual classroom: implications for research, policy and practice

    Directory of Open Access Journals (Sweden)

    Janina Brutt-Griffler

    2017-11-01

    Full Text Available Purpose – The shift in the function of English as a medium of instruction together with its use in knowledge construction and dissemination among scholars continue to fuel the global demand for high-level proficiency in the language. These components of the global knowledge economy mean that the ability of nations to produce multilinguals with advanced English proficiency alongside their mastery of other languages has become a key to global competitiveness. That need is helping to drive one of the greatest language learning experiments the world has ever known. It carries significant implications for new research agendas and teacher preparation in applied linguistics. Design/methodology/approach – Evidence-based decision-making, whether it pertains to language policy decisions, instructional practices, teacher professional development or curricula/program building, needs to be based on a rigorous and systematically pursued program of research and assessment. Findings – This paper seeks to advance these objectives by identifying new research foci that underscore a student-centered approach. Originality/value – It introduces a new theoretical construct – multilingual proficiency – to underscore the knowledge that the learner develops in the process of language learning that makes for the surest route to the desired high levels of language proficiency. The paper highlights the advantages of a student-centered approach that focuses on multilingual proficiency for teachers and explores the concomitant conclusions for teacher development.

  10. Technological Readiness of UiTM students in Using Mobile Phones in their English Language Classroom

    Directory of Open Access Journals (Sweden)

    Agelyia a/p Murugan

    2017-04-01

    Full Text Available Mobile Assisted Language Learning (MALL by using devices such as mobile phones is an ideal learning platform for learners to acquire language and share knowledge beyond the confines of a fixed location. By utilising the mobile applications available via smartphone, learners can engage in collaborative networks and find information that they need in a variety of diverse environments. This paper shares the findings of a research at UiTM to determine the technological readiness of the students by measuring their digital skills using the Digital Competence Framework (EU. 50 students from the English language proficiency course were purposively sampled because they have been exposed to MALL by their lecturer participated in this research. Their responses were collected through an online questionnaire. The findings showed that all 50 of the students owned a smartphone. 82.6% of the students did not attend any training on how to use the smartphones. 80.4% of the students have their own storing strategies and nearly 90% of the students reported having the following technological skills in operating their smartphone such as accessing applications, ability to record, share and produce technological resources. The findings reiterate that to ensure successful MALL, educators need to be aware of the background and technological skills of the learners before embedding m-learning into the English Language lessons. View it in PDF

  11. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  12. Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom

    Directory of Open Access Journals (Sweden)

    Gail McEachron

    2015-04-01

    Full Text Available Abstract Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012. The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1 According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2 According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK (Bristol and the United States (US (Henrico? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages.

  13. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  14. Exploring Parliamentary Debate as a Pedagogical Tool to Develop English Communication Skills in EFL/ESL Classrooms

    Directory of Open Access Journals (Sweden)

    Eunice M. Aclan

    2015-03-01

    Full Text Available To survive in the 21st century workplace, communication skills are extremely important. However, a mismatch between the industry requirement and the university graduates’ competencies in terms of effective communication skills exists. Rote learning and lack of opportunities to practice English communication skills inside and outside the classroom are common issues in EFL/ESL contexts. Thus, this qualitative study was conducted to explore how debate as a pedagogical tool with three stages - pre-debate, actual debate and post-debate - can develop communication skills. The data were gathered through semi-structured one-on-one interview with five debate experts across from ASEAN countries and focus group interview with six ASEAN debate students. The participants of this study  described  the use of the pre-debate stage for the research and brainstorming tasks  that engage the team members with each other, the actual debate for the arguments, POI and rebuttals that actively engage debaters with their opponents, and the post-debate stage that engage all the debaters with the adjudicators, their team-mates and their opponents. This pedagogical aspect focusing on the three stages of debate which has implications for SLA and language teaching was not substantially dealt with in previous studies on debate.

  15. English faculty' s perception of their role in ICT-Oriented classroom at Majma'ah University

    Directory of Open Access Journals (Sweden)

    El-Sadig Yahya Ezza

    2014-01-01

    Full Text Available The teacher was once considered “an educational authority”, “a dispenser of knowledge”, “someone in charge of telling”, etc. However, with the integration of information and communication technology (ICT in the classroom, knowledge resources have become accessible to the student in ways that are beyond teacher’s control. This fact has led to a new perception of teachers' roles among educational researchers. In other words, teachers have come to be conceived as facilitators, learners, collaborators, etc. In the light of these developments, the present study attempts to investigate English faculty’s view on the possible impact that ICT could have on their role at Majma’ah University. A questionnaire comprising sixteen traditional and ICT-oriented roles was administered to thirty participants in different campuses of Majma’ah University to collect data to verify two research hypotheses: (1 Most EFL faculty at Majma'ah University (MU favour ICT-oriented roles over traditional roles. (2 All ICT-oriented roles are equally valuable to EFL faculty at MU in enhancing teaching practices. Statistical analysis of the study data confirmed the first hypothesis but rejected second one.

  16. The Use of English Songs with Social Content as a Situated Literacy Practice: Factors that Influence Student Participation in the EFL Classroom

    Directory of Open Access Journals (Sweden)

    Nilsen Palacios Mena

    2014-07-01

    Full Text Available This action research study examines the factors that influence student participation when songs with social content are utilised in the EFL classroom. The study proposes the use of English songs as a situated social practice under the perspective of critical pedagogy. The study was done in the 11th English class of a public high school located in the south of Bogota, Colombia. Data was collected through field observations, semistructured interviews, questionnaires and artefacts made by the students. The results indicate that factors relate to the songs and the students themselves. The study suggests that providing different opportunities for students to explore different dimensions of literacy that go beyond the linguistic aspects of a foreign language can encourage meaningful participation and interest in learning English as a Foreign Language.

  17. Attention Deficit Disorder (ADHD: Primary school teachers' knowledge of symptoms, treatment and managing classroom behaviour

    Directory of Open Access Journals (Sweden)

    Beryl Topkin

    2015-05-01

    Full Text Available ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS, which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

  18. Using collective argumentation to engage students in a primary mathematics classroom

    Science.gov (United States)

    Brown, Raymond

    2017-02-01

    This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

  19. From language classroom to clinical context: the role of language and culture in communication for nurses using English as a second language: a thematic analysis.

    Science.gov (United States)

    O'Neill, Fiona

    2011-09-01

    This study explores the experiences of internationally educated nurses using English as a second language, recruited by advanced economies to supplement diminishing local workforces, as they progress from language learning programs to clinical settings. Understanding the journey these nurses experience as language learners and professionals highlights ways in which they could be better supported in their adaptation and integration into the Australian workforce. By means of semi-structured interviews, the nurses' narratives were explored and documented. Thematic analysis was used to interpret their experiences as they move from the English language classroom to the clinical setting. The participants had all completed studies in English as a second language in Australia and had experienced working in Australian as part of a competency based assessment program. At the time of the study, conducted in South Australia, six of the nurses had met the English language requirements of the Nurses Board of South Australia and had started working as Registered Nurses in Australia. Four participants were still to reach the mandatory English requirements, among whom three were to return to their home countries due to visa restrictions, and continue their efforts to attain the English language proficiency requirement. There were six female participants and four male. Five participants were Indian, four Chinese, and one, Nepalese. In exploring their experiences, themes of identity and belonging, safety and competence and adapting to new roles and ways of communicating are revealed. In their own words, these nurses reveal the challenges they face as they concurrently manage the roles of language learners and professionals. The journey from language classroom to clinical setting is a process that goes beyond the notions of language proficiency; these nurses are constructing new cultural and professional identities. Bridging the gap between preparation and practice involves making

  20. Protocol for the ‘Virtual Traveller’ cluster-randomised controlled trial: a behaviour change intervention to increase physical activity in primary-school Maths and English lessons

    Science.gov (United States)

    Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

    2016-01-01

    Introduction Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. ‘Virtual Traveller’ is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. Methods and analysis This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8–9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. Ethics and dissemination The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University

  1. The role of foreign and indigenous languages in primary schools ...

    African Journals Online (AJOL)

    This article investigates the use of English and other African languages in Kenyan primary schools. English is a .... For a long time, the issue of the medium of instruction, in especially primary schools, has persisted in spite of .... mother tongue, they use this language for spoken classroom interaction in order to bring about.

  2. The Arts, the Common Core, and English Language Development in the Primary Grades

    Science.gov (United States)

    Greenfader, Christa Mulker; Brouillette, Liane

    2017-01-01

    Background/Context: Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the majority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELs' literacy development, yet…

  3. English as an Additional Language and Attainment in Primary Schools in England

    Science.gov (United States)

    Demie, Feyisa

    2018-01-01

    English as an additional language (EAL) and language diversity attract much interest amongst policymakers and educationists; yet little is known about the performance in English schools of EAL pupils who are not fluent in English and speak different languages at home. The findings of the aggregated data confirm that EAL pupils achieved less well…

  4. Computer Assisted Educational Material Preparation for Fourth Grade Primary School Students' English Language Class in Teaching Numbers

    Science.gov (United States)

    Yüzen, Abdulkadir; Karamete, Aysen

    2016-01-01

    In this study, using ADDIE instructional design model, it is aimed to prepare English language educational material for 4th grade primary students to teach them numbers. At the same time, ARCS model of motivation's attention, relevance and satisfaction phases are also taken into consideration. This study also comprises of Design Based Research…

  5. English Language Teaching in Public Primary Schools in Mexico: The Practices and Challenges of Implementing a National Language Education Program

    Science.gov (United States)

    Ramírez Romero, José Luis; Sayer, Peter; Pamplón Irigoyen, Elva Nora

    2014-01-01

    Over the past 15?years, many state governments in Mexico have initiated local programs to introduce English at the primary school level. In 2009, the Mexican Ministry of Education formalized the "Programa Nacional de Inglés en Educación Básica" (PNIEB) as part of the national curriculum, based on the argument that increasing the number…

  6. The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students

    Science.gov (United States)

    Aljaser, Afaf M.

    2017-01-01

    The present study aimed to identify the effect of using electronic Mind Maps on the academic achievement of the fifth-grade primary female students in the English language curriculum compared to the traditional teaching method adopted in the teacher's guide. It also aimed to indicate the attitudes of the fifth-grade female students towards the use…

  7. The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh

    Science.gov (United States)

    Parvin, Ruxana Hossain; Salam, Shaikh Flint

    2015-01-01

    Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national…

  8. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

    Science.gov (United States)

    Markova, Ivana

    2017-01-01

    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  9. The effects of environmental and classroom noise on the academic attainments of primary school children.

    Science.gov (United States)

    Shield, Bridget M; Dockrell, Julie E

    2008-01-01

    While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy.

  10. Portfolio Αssessment of Speaking Skills in English as a Foreign Language in Primary Education

    Directory of Open Access Journals (Sweden)

    Georgia Efthymiou

    2012-02-01

    Full Text Available This study focuses on the assessment of speaking skills with reference to young learners. This is achieved by using an alternative method of assessment, namely portfolios. The general aim is to introduce learners’ to portfolio assessment of their speaking skills and to promote further learning and autonomy making, thus, learning and assessment coexist in a non-threatening mode. Three methodological tools are used for this research; a needs analysis questionnaire addressing the pupils��� needs of the fifth grade of a Greek primary school, the European Portfolio of Languages (ELP - used in tandem with the oral portfolio Dossier - and a final evaluation questionnaire given to the pupils after the completion of the oral portfolio project. Based on the statistical analysis of pupils’ evaluation results and the teacher’s observation throughout the school year, it is evident that the oral portfolio denotes a time-consuming and laborious assessment process. Nevertheless, the pupils see it as an interesting experience and are willing to use it again in the future. In conclusion, students’ portfolios are an innovative method of assessment that can actually promote the development of speaking skills and young learners’ metacognitive strategies in the EFL classroom, and raise their interest in learning.

  11. A Syllabus Design of College Integrated English Class in China----On the Integration of Task-based Teaching and Classroom-based Assessment

    Directory of Open Access Journals (Sweden)

    Cui Zheng

    2013-11-01

    Full Text Available The national College English Curriculum Requirements in China focus on college students’ overall English ability, students’ self-learning ability and teachers’ objective assessment towards students as well. This paper thus designed a syllabus for college Integrated English class based on syllabus design standard by Nunan, task-based language teaching theory by Ellis and the classroom-based assessment theory by Gottlieb and Brown and Abeywickrama. Task-based teaching and classroom-based assessment both emphasize the importance of student-centered and student-involved tasks and the overall assessment of students’ performance. This syllabus thus combined these theories, designed tasks such as in-class quick shares, textbook lecturing, social interviews and reports, written reflections of each textbook article etc. and tries to assess students’ performance through both formative and summative ways such as peer and self assessment through the evaluating rubrics of these tasks, portfolios, and final examinations. The implementation will finally test the effectiveness and efficiency of this syllabus.

  12. Earphone English.

    Science.gov (United States)

    Goldsmith, Francisca

    2002-01-01

    Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age…

  13. Engaging with Terminology in the Multilingual Classroom: Teachers' Practices for Bridging the Gap between L1 Lectures and English Reading

    Science.gov (United States)

    Malmström, Hans; Mežek, Špela; Pecorari, Diane; Shaw, Philip; Irvine, Aileen

    2017-01-01

    In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice…

  14. A Case Study of Chinese College Students' Attitudes toward Only English-Medium Teaching in EFL Classrooms

    Science.gov (United States)

    Yue, Sun; Ying, Wang; Jingxia, Liu

    2015-01-01

    Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students' English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students' attitudes toward…

  15. Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University

    Science.gov (United States)

    Kabooha, Raniah Hassen

    2016-01-01

    The present study sought to examine the attitudes of Saudi English as a foreign language (EFL) learners as well as teachers towards the integration of English movies in their classes as a tool to develop students' language skills. Fifty female intermediate level students studying English in their Preparatory Year Program (PYP) in the English…

  16. Barriers to integrative education from the perspective of pre-service Primary teachers of English

    Directory of Open Access Journals (Sweden)

    García Mata, Jorge

    2009-03-01

    Full Text Available This article presents and analyses the findings of a qualitative study about the perceptions expressed by prospective primary teachers of English about integration and response to special educational needs in the mainstream. The analysis of the data, obtained in the course of the practice teaching period of their course, evidences their ideas on integrative education; besides, a frequent lack of experiences of genuine integrative practices in such a critical period of professional preparation is identified. El presente artículo presenta y analiza los hallazgos de un estudio de naturaleza cualitativa sobre las percepciones que expresan futuros maestros especialistas de inglés en el transcurso de las Prácticas de Enseñanza sobre la integración y la atención a las necesidades educativas especiales en el aula ordinaria. El análisis de los datos textuales aportados por los informantes, además de revelar las ideas que éstos sostienen en torno a la integración, evidencia una frecuente ausencia de experiencias de enseñanza auténticamente integradoras durante ese período crítico de formación profesional

  17. Primary seborrhoea in English springer spaniels: a retrospective study of 14 cases.

    Science.gov (United States)

    Scott, D W; Miller, W H

    1996-04-01

    Primary seborrhoea was diagnosed in 14 English springer spaniels over a 17-year period. Seven of the dogs developed clinical signs by two years of age. The dermatosis began as a generalised non-pruritic dry scaling which gradually worsened. Some dogs remained in this dry (seborrhoea sicca) stage, but in most cases the dermatosis became greasy and inflamed (seborrhoea oleosa and seborrhoeic dermatitis). Eight of the dogs suffered from recurrent episodes of superficial or deep bacterial pyoderma. Histological findings in skin biopsy specimens included marked orthokeratotic hyperkeratosis of surface and infundibular epithelium, papillomatosis, parakeratotic capping of the papillae, and superficial perivascular dermatitis in which lymphocytes and mast cells were prominent. The dogs with seborrhoea sicca responded more satisfactorily to therapy with topical emollient-humectant agents or oral omega-3/omega-6 fatty acid supplementation. Dogs with seborrhoea oleosa and seborrhoeic dermatitis did not respond satisfactorily to topical therapy. One dog, however, responded well to etretinate and omega-3/omega-6 fatty acid administration. No dog was cured.

  18. Console Game-Based Pedagogy: A Study of Primary and Secondary Classroom Learning through Console Video Games

    Science.gov (United States)

    Groff, Jennifer S.; Howells, Cathrin; Cranmer, Sue

    2012-01-01

    The main focus of this research project was to identify the educational benefits of console game-based learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning…

  19. Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy

    Science.gov (United States)

    Allsop, Yasemin; Jessel, John

    2015-01-01

    This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This…

  20. Leadership Practices to Support Teaching and Learning for English Language Learners

    Science.gov (United States)

    McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

    2015-01-01

    With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

  1. FAR FROM THE CITY LIGHTS: ENGLISH READING PERFORMANCE OF ESL LEARNERS IN DIFFERENT TYPES OF RURAL PRIMARY SCHOOL

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    Tintswalo Manyike

    2012-09-01

    Full Text Available In this paper, the findings of a research study, in which the English reading performances of Grade 7 English Second Language (ESL learners in four different types of rural primary school which use English as the language of learning and teaching (LoLT were observed, are examined and how poor scores can be partly explained by the social context of learners and schools is explored. Although the Language in Education Policy in South Africa seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as the LoLT in schooling disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts such as those in rural settings. Bourdieu’s theory of linguistic capital and Coleman’s distinction between school social capital and home social capital are used as theoretical frameworks to the empirical inquiry undertaken in this study. The findings indicate a difference in the grammar and comprehension scores of learners in the respective participating schools as well as a sharp difference in the performance of learners in the different types of school involved. This suggests the current use of English as the LoLT does not mean that linguistic capital is equally distributed throughout schools. School type can thus act as an agent of cultural reproduction which influences learner outcomes.

  2. Practice as Prize: Citizenship Education in two Primary Classrooms in Ireland

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    Fionnuala Waldron

    2014-02-01

    Full Text Available While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice.  Using thick description (Geertz 1973 and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.

  3. Serious games for global education digital game-based learning in the english as a foreign language (EFL) classroom

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    Müller, Claudia

    2017-01-01

    The author of this book conducted different studies to investigate the potential of serious games for global education when used in EFL classrooms. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.

  4. Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.

    Science.gov (United States)

    Bösner, Stefan; Pickert, Julia; Stibane, Tina

    2015-04-01

    Differential diagnosis is a crucial skill for primary care physicians. General practice plays an increasing important role in undergraduate medical education. Via general practice, students may be presented with an overview of the whole spectrum of differential diagnosis in regard to common symptoms encountered in primary care. This project evaluated the impact of a blended learning program (using the inverted classroom approach) on student satisfaction and development of skills and knowledge. An elective seminar in differential diagnosis in primary care, which utilized an inverted classroom design, was offered to students. Evaluation followed a mixed methods design: participants completed a pre- and post-test, a questionnaire, and a focus group discussion. Interviews were transcribed verbatim and answers were grouped according to different themes. Test results were analysed using the Wilcoxon matched-pairs signed-ranks test. Participants (n = 17) rated the course concept very positively. Especially the inverted classroom approach was appreciated by all students, as it allowed for more time during the seminar to concentrate on interactive and practice based learning. Students (n = 16) showed a post-test significant overall gain in skills and knowledge of 33%. This study showed a positive effect of the inverted classroom approach on students' satisfaction and skills and knowledge. Further research is necessary in order to explore the potentials of this approach, especially the impact on development of clinical skills.

  5. The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

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    Anja K. Steinlen

    2017-09-01

    Full Text Available Both for the first language (L1 and for all additional languages (L2 or L3, grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005. However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

  6. THE GENERAL METHODOLOGICAL PRINCIPLES OF COMBINED OPTIONAL ONLINE ENGLISH LANGUAGE TRAINING OF PRIMARY SCHOOL STUDENTS

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    E. I. Zadorozhnaya

    2016-01-01

    Full Text Available The aim of the publication is to demonstrate the implementation of general methodological principles of optional elementary school online foreign languages learning on an example of a virtual course for students of the second and third grades.Methods. The methods involve pedagogical modeling and projecting; the experience of foreign and Russian methodists, teachers and researchers is analysed, generalized and adjusted to the modern realias.Results and scientific novelty. On the basis of the requirements of the state educational standard and interest of pupils in computer games, the author’s technique of the combined facultative educational activities integrated to training in English at elementary school is developed. Online training in the form of games (additional to the major classroom activities gives a possibility of the choice of tasks interesting to children, studying the material at optimum comfortable and individual speed; it is possible to perform the tasks at home excluding the stressful situations that are specific to school examination, and allows pupils to master most effectively personal, metasubject and object competences. In general context of quality improvement of the general education, the modernization of educational process assumes not only justification of its new maintenance, but also restructuring of scientific and methodical support which has to meet essential needs of teachers and pupils, to facilitate access to necessary specific information. The lack of methodical base of creation of electronic distance resources for foreign-language education of younger school students has motivated the author to create own methodical concept of online training taking into account age of pupils. The complex of the general methodical principles is thoroughly considered; based on the general methodical principles, the proposed modular technique of the organization of an online class is created and implemented. Interactive blocks are

  7. The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners

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    Jean-Marc Dewaele

    2013-10-01

    Full Text Available Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011 while moderate levels of Second Language Tolerance of Ambiguity (SLTA are believed to boost foreign language learning (Ely, 1995. There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986 and the Second Language Tolerance of Ambiguity Scale (Ely, 1995. Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.

  8. ESP AS A CHALLENGE TO CONFRONT – A CASE STUDY OF TECHNICAL ENGLISH IN A PRE-INTERMEDIATE LEVEL UNIVERSITY CLASSROOM

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    LUSTIGOVÁ, Lenka

    2013-12-01

    Full Text Available Drowned in explosive amounts of information, new technology developments, globalisation, international job opportunities and large-scale job migration, ESP courses are faced with the increasing requirement of tailoring language-learning to accommodate employer/employee specialisations. This dynamism is currently being transmitted to courses at the university level, along with the accompanying challenges for all involved. This paper reviews these potential barriers to implementation of ESP courses for students with low proficiency of English, taking a pre-intermediate-level Technical English course at the Czech University of Life Sciences Prague as a case study. After analysing various scholarly references aimed at ESP, the classroom-based research for this paper confirms the feasibility and efficacy of implementing ESP and TE, in particular, even into pre-intermediate classrooms. The self-motivating design of 6 TASKS, as well as authentic video sessions, combined with a student survey and teacher observations, all serve to point to ESP introduction on the pre-intermediate level as achievable in terms of application and resourceful regarding future life-career situations in which students will eventually find themselves.

  9. Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

    Science.gov (United States)

    Ansyari, Muhammad Fauzan

    2015-01-01

    This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

  10. The Enactment of Formative Assessment in English Language Classrooms in Two Chinese Universities: Teacher and Student Responses

    Science.gov (United States)

    Chen, Qiuxian; May, Lyn; Klenowski, Val; Kettle, Margaret

    2014-01-01

    The "College English Curriculum Requirements," announced by the Chinese Ministry of Education in 2007, recommended the inclusion of formative assessment into the existing summative assessment framework of College English. This policy had the potential to fundamentally change the nature of assessment and its role in the teaching and…

  11. Designing Email Tasks for the Business English Classroom: Implications from a Study of Hong Kong's Key Industries

    Science.gov (United States)

    Evans, Stephen

    2012-01-01

    Email has revolutionised the way in which professionals work and companies operate, and yet has received surprisingly little scholarly attention in English for Specific Purposes and has an unexpectedly muted presence in many Business English textbooks. The dearth of research into email use in globalised business settings may be one of the factors…

  12. Healthy Eating for Life English as a second language curriculum: primary outcomes from a nutrition education intervention targeting cancer risk reduction.

    Science.gov (United States)

    Duncan, Lindsay R; Martinez, Josefa L; Rivers, Susan E; Latimer, Amy E; Bertoli, Michelle C; Domingo, Samantha; Salovey, Peter

    2013-07-01

    We conducted a pre-post feasibility trial of Healthy Eating for Life, a theory-based, multimedia English as a second language curriculum that integrates content about healthy nutrition into an English language learning program to decrease cancer health disparities. Teachers in 20 English as a second language classrooms delivered Healthy Eating for Life to 286 adult English as a second language students over one semester. Postintervention data are available for 227 students. The results indicated that Healthy Eating for Life is effective for increasing fruit and vegetable intake as well as knowledge, action planning, and coping planning related to healthy eating. Participants also achieved higher reading scores compared to the state average.

  13. Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project

    Science.gov (United States)

    Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth

    2005-11-01

    A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.

  14. Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

    Science.gov (United States)

    Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

    2018-01-01

    This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

  15. Limited english proficiency, primary language at home, and disparities in children's health care: how language barriers are measured matters.

    Science.gov (United States)

    Flores, Glenn; Abreu, Milagros; Tomany-Korman, Sandra C

    2005-01-01

    Approximately 3.5 million U.S. schoolchildren are limited in English proficiency (LEP). Disparities in children's health and health care are associated with both LEP and speaking a language other than English at home, but prior research has not examined which of these two measures of language barriers is most useful in examining health care disparities. Our objectives were to compare primary language spoken at home vs. parental LEP and their associations with health status, access to care, and use of health services in children. We surveyed parents at urban community sites in Boston, asking 74 questions on children's health status, access to health care, and use of health services. Some 98% of the 1,100 participating children and families were of non-white race/ethnicity, 72% of parents were LEP, and 13 different primary languages were spoken at home. "Dose-response" relationships were observed between parental English proficiency and several child and parental sociodemographic features, including children's insurance coverage, parental educational attainment, citizenship and employment, and family income. Similar "dose-response" relationships were noted between the primary language spoken at home and many but not all of the same sociodemographic features. In multivariate analyses, LEP parents were associated with triple the odds of a child having fair/poor health status, double the odds of the child spending at least one day in bed for illness in the past year, and significantly greater odds of children not being brought in for needed medical care for six of nine access barriers to care. None of these findings were observed in analyses of the primary language spoken at home. Individual parental LEP categories were associated with different risks of adverse health status and outcomes. Parental LEP is superior to the primary language spoken at home as a measure of the impact of language barriers on children's health and health care. Individual parental LEP

  16. New Ways of Classroom Assessment. New Ways in TESOL Series II. Innovative Classroom Techniques.

    Science.gov (United States)

    Brown, James Dean, Ed.

    Assessment activities for English-as-a-Second-Language (ESL) instruction, contributed by classroom teachers, are organized according to the primary or predominant emphasis of the activity. Those in the first part of the book focus on alternative methods of assessment, including portfolios, journals, logs, and conferences. The second part discusses…

  17. Protocol for the 'Virtual Traveller' cluster-randomised controlled trial: a behaviour change intervention to increase physical activity in primary-school Maths and English lessons.

    Science.gov (United States)

    Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

    2016-06-27

    Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. 'Virtual Traveller' is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8-9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University College London Research Ethics Committee (reference number: 3500

  18. (UNEXPLORED CONTEXTS IN THE TEACHING PRACTICUM IN ENGLISH LANGUAGE AND LITERATURE COURSES: THE PLACE OF CLASSROOM OBSERVATION IN THE REPORTS OF PRE-SERVICE TEACHERS

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    Juliana Reichert Assunção Tonelli

    2016-12-01

    Full Text Available Teaching contexts are essential to establish the relationships between theory and classroom practice. One of the stages in such process consists in observing movements that happens at schools, the actions executed by the teachers and the attitudes and behaviours of the students when contents are taught and the relationships are established. Hence, it was proposed to four pre-service teachers, after they had chosen the teaching context they most identified with and where they would develop their teaching practicum, a moment of reflexion about the role and the importance of previous observation. In this paper we aim at reflecting upon the place of that phase of the teaching practicum considering the chosen contexts: the teaching of English to kindergarteners and to students with special educational needs. Oral texts produced by the pre-service teachers were analyzed based on the theoretical and methodological assumptions of the Sociodiscursive Interactionism, which assumes that all textual production (written and/or oral is part of a socio-cultural-historical context, which determines the context of text production and its use by readers/listeners. Because it is an unexplored performance in English language teaching practicum in the English Language and Literature courses, previous observation of the context was essential for the pre-service teachers decision-making.

  19. Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

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    Makar, Katie; Bakker, Arthur; Ben-Zvi, Dani

    2015-01-01

    Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of argumentation-based inquiry norms and practices in a mathematics classroom? A

  20. Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

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    Makar, Katie; Bakker, A.; Ben-Zvi, Dani

    2015-01-01

    Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year

  1. Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

    Science.gov (United States)

    Yilmaz, Özkan

    2017-01-01

    Usage of technology in educational settings is becoming a standard for 21st century's learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching. This paper aimed to explore usability of flipped classroom in higher…

  2. Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

    Science.gov (United States)

    Varelas, Maria; Pappas, Christine C.

    2006-01-01

    The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

  3. Storytelling: A Path to Imagination and Creativity in the Primary English Class

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    Barreto Correa Gloria

    2002-08-01

    Full Text Available Storytelling has been used as a means to help students of a private school improve their communicative skills. To achieve this goal, we have designed activities that enable students to use English actively and at the same time get in touch with literature. We expect to change students¿ attitudes towards English and to motivate them to develop proficiency in the foreign language through storytelling. In doing so, we are innovating our teaching practices by incorporating a tool that can provide students with both the means and the motivation for using the language and thus develop their communicative skills.

  4. Speech deterioration in an English-Shanghainese Speaker with Logopenic Variant Primary Progressive Aphasia

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    Gail Ramsberger

    2014-04-01

    Other differences are explained by the fact that Shanghainese words generally consist of one or two morphemes; each morpheme is a monosyllable with very simple structure. The decline in the Index of Grammatical Support in Shanghainese, but not in English can thus be explained by considering that word-onset difficulties in Shanghainese manifested as repetition of the entire initial syllable (morpheme, while in English, they took the form of phonological repetition, i.e. multiple false starts. This reminds us that the structure of a language at all levels must be considered when classifying and comparing errors across languages.

  5. Aspiring and Aspiration Shaming: Primary Schooling, English, and Enduring Inequalities in Liberalizing Kerala (India)

    Science.gov (United States)

    Mathew, Leya

    2018-01-01

    This paper analyzes narratives about the radical socio-economic changes accompanying liberalization in India to consider how English-medium schooling is becoming an aspirational resource for non-elite parents. I suggest that aspiring is a practice of ethics that marginalized mothers mobilize to negotiate memories of deprivation and yearnings for…

  6. Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

    Science.gov (United States)

    Brouillette, Liane

    2012-01-01

    This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

  7. Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools

    Science.gov (United States)

    Lupton, Ruth; Thrupp, Martin

    2013-01-01

    Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are…

  8. Gender Construction through Textbooks: The Case of an Ethiopian Primary School English Textbook

    Science.gov (United States)

    Gebregeorgis, Mehari Yimulaw

    2016-01-01

    The objective of the study was to explore how gender was constructed in the "English for Ethiopia Student's Book" for grade four. In order to find out the discursive actions, representations and identifications by unpacking the employed genre, discourse and style, respectively, the case study was conducted using Fairclough's…

  9. Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

    Science.gov (United States)

    Pieretti, Robert A.; Roseberry-McKibbin, Celeste

    2016-01-01

    Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

  10. English Learners: Reaching the Highest Level of English Literacy.

    Science.gov (United States)

    Garcia, Gilbert C., Ed.

    This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) "Reading and the Bilingual Student: Fact…

  11. The Impact of a Professional Development Program on English Language Teachers' Classroom Performance (El impacto de un programa de desarrollo profesional en el desempeño en clase de profesores de lengua inglesa)

    Science.gov (United States)

    Giraldo, Frank

    2014-01-01

    This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher's journal were used as…

  12. The Use of eReaders in the Classroom and at Home to Help Third-Grade Students Improve Their Reading and English/Language Arts Standardized Test Scores

    Science.gov (United States)

    Union, Craig D.; Union, Lori Walker; Green, Tim D.

    2015-01-01

    This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students' end-of-year second-grade scores…

  13. The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

    Science.gov (United States)

    Alshareef, Fahd Majed

    2016-01-01

    The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study…

  14. The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

    Science.gov (United States)

    Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

    2016-01-01

    Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

  15. The Use of Arabic in Kuwaiti EFL Classrooms: An Exploratory Study on the Patterns and Functions of Language Choice

    Science.gov (United States)

    Bader Alghasab, Maha

    2017-01-01

    This study examines the relationship between the functions and patterns of language choice in EFL classrooms in a Kuwaiti primary school. It applies the overall order model, specifically the medium of classroom interaction, to identify three patterns of language choice: an English monolingual medium, an Arabic monolingual medium and a bilingual…

  16. Mucosa-associated lymphoid tissue (MALT) variant of primary rectal lymphoma: a review of the English literature.

    Science.gov (United States)

    Kelley, Scott R

    2017-03-01

    Primary rectal lymphoma (PRL) is the third most common cause of rectal cancer following adenocarcinoma (90-95 %) and carcinoid (5 %). The most common variant of PRL is the mucosa-associated lymphoid tissue (MALT) type. To date, no study has been able to recommend an optimal treatment algorithm for this rare disease. The aim of our study was to review the English literature on primary rectal MALT lymphoma. A review of the English literature was conducted to identify articles describing the MALT variant of PRL. Fifty-one cases were identified. A complete response was achieved in 12 of 19 cases treated with Helicobacter pylori eradication therapy, 5 of 6 with radiation, 2 of 4 cases with chemotherapy, 2 of 4 with endoscopic resection, 6 of 8 cases with surgical resection, and all 8 with combination therapies. Cases failing initial therapies were responsive to various second-line treatments. Two cases spontaneously regressed with observation alone. Complete regression of primary rectal MALT lymphoma was achieved using various therapeutic strategies, although the numbers of different treatment modalities are too small to draw definitive conclusions.

  17. Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

    Directory of Open Access Journals (Sweden)

    Ranauli Sihombing

    2016-12-01

    Full Text Available Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.180205

  18. Electromyography (EMG) analysis on impact of classroom chair and table usage among primary school students in Perlis

    Science.gov (United States)

    Jing, Ewe Hui; Shan, Lim Shaiu; Effendi, M. S. M.; Rosli, Muhamad Farizuan

    2017-09-01

    The existing design of primary school classroom chair and table had brought low back pain, neck pain and shoulder pain problems respectively among students in primary school. The purpose of this study is to relate the electromyography (EMG) analysis with the most critical area of the body during sitting and writing. Six male and six female primary school students from SK Seri Perlis with no back pain, neck pain and shoulder pain problems involved were invited as respondents in this study. EMG experiment was carried out by first determined the critical point at T9 and L3 from thoracic and lumbar segment respectively for ECG electrode placement and performed with a series of sitting trials for analysis. The sitting trials performed were slouch to lumbopelvic sitting and slouch to thoracic sitting follow by instruction. Next, the electrode placement was identified at C2-C3 on cervical spine for neck and at midpoint between C7 to the lateral edge of acromion spanning for shoulder respectively. These points were identified for a series of writing task performing for the EMG analysis. There were two type of writing task which included writing by looking at the whiteboard and paper placed on the table. The subjects were instructed to rest during the experiment when necessary. During lumbopelvic sitting posture, the average muscle activation on lumbar area was at the highest peak. The peak indicated that there was critical effect from the experimental finding. The performance of writing task from whiteboard gave rise a higher impact on neck muscle while writing task from paper had a greater impact on shoulder muscle. The critical affected muscle on these areas was proven on these written tasks. The EMG experiment showed that the existing design of primary school classroom chair and table had brought impact on lumbar, neck and shoulder towards the students who were using. A future recommendation suggests that to redesign primary school classroom chair and table which

  19. Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

    Science.gov (United States)

    Helman, Lori

    2012-01-01

    This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

  20. What Does This Story Say about Females? Challenging Gender-Biased Texts in the English-Language Classroom

    Science.gov (United States)

    Hayik, Rawia

    2016-01-01

    Grounded in critical literacy theory, this teacher research in a Middle Eastern EFL classroom addresses the traditional female positioning in literature, media, and pop culture. Adolescent students are encouraged to challenge the traditional Cinderella fairy tale through various critical literacy engagements. A content analysis of sample written…

  1. The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

    Science.gov (United States)

    Lawrence, William K.

    2014-01-01

    This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

  2. Physical Education in English. A proposal for working postural hygiene in Primary Education

    OpenAIRE

    García Pellicer, J. J.; García Jiménez, J. V.; Yuste Lucas, J. L.

    2012-01-01

    In recent years, European Union has increased the demand for bilingual education as a tool to prepare young people in school and at work. This need has been reflected in the educational legislation of its member countries In Spain, since 2006 there is a basic competency related to foreign language learning. The Physical Education area has become an ideal means to facilitate the learning of English through play and movement. In order to facilitate the work of future teachers in the area, this ...

  3. Science is for me: Meeting the needs of English language learners in an urban, middle school science classroom through an instructional intervention

    Science.gov (United States)

    Johnson, Joseph A.

    2011-12-01

    This study involved an intervention in which I explored how the multimodal, inquiry-based teaching strategies from a professional development model could be used to meet the educational needs of a group of middle school students, who were refugees, newly arrived in the United States, now residing in a large urban school district in the northeastern United States, and learning English as a second language. This group remains unmentioned throughout the research literature despite the fact that English Language Learners (ELLs) represent the fastest growing group of K-12 students in the United States. The specific needs of this particular group were explored as I attempted daily to confront a variety of obstacles to their science achievement and help to facilitate the development of a scientific discourse. This research was done in an effort to better address the needs of ELLs in general and to inform best practices for teachers to apply across a variety of different cultural and linguistic subgroups. This study is an autoethnographic case study analysis of the practices of the researcher, working in a science classroom, teaching the described group of students.

  4. Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and "The Crucible" in the Secondary English Classroom

    Science.gov (United States)

    McWilliams, Jenna; Hickey, Daniel T.; Hines, Mary Beth; Conner, Jennifer M.; Bishop, Stephen C.

    2011-01-01

    This article describes a research group project that included students and faculty affiliated with Indiana University, along with secondary English teachers and administrators at several high schools in Southeast Indiana, as they developed and refined an approach to literacy instruction that embraces an expanded notion of literacy and supports…

  5. Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

    Science.gov (United States)

    Ranker, Jason

    2007-01-01

    A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

  6. A Study of the Extent and Effect of English Language Training for Refugees. Phase II: Classroom Observation and Community Survey.

    Science.gov (United States)

    Reder, Stephen; Cohn, Mary

    The second phase of a study of the impact of English language training programs on adult Southeast Asian refugees involved on-site visits to 22 intensive programs in eight metropolitan areas: San Diego, Seattle, Minneapolis/St. Paul, New Orleans, Oklahoma City, Northern Virginia/Washington, DC, and Stockton, California. Programs represented a wide…

  7. Teaching to Exceed the English Language Arts Common Core State Standards: A Literacy Practices Approach for 6-12 Classrooms

    Science.gov (United States)

    Beach, Richard; Thein, Amanda Haertling; Webb, Allen

    2012-01-01

    As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and…

  8. Revisiting the Foreign Language Classroom Anxiety Scale (FLCAS): The Anxiety of Female English Language Learners in Saudi Arabia

    Science.gov (United States)

    Al-Saraj, Taghreed M.

    2014-01-01

    With the increase in globalization, the study of English has become common in Saudi Arabia, but students' experiences of foreign language anxiety (FLA) have been underexamined. Saudi Arabia and other Arab countries are culturally distinct from the Western world, where the most popular assessments of FLA were developed. Through a qualitative and…

  9. Aulas de inglés inclusivas: requerimientos, implicaciones y limitaciones: -Un estudio de caso- Inclusive English classrooms: requirements, implications and limitations: -A qualitative case study-

    Directory of Open Access Journals (Sweden)

    Johanna Montaño Moreno

    Full Text Available Resumen Este artículo presenta los resultados de un estudio de caso que buscaba responder a las siguientes preguntas de investigación: ¿Cuáles son las percepciones que tiene la comunidad educativa de un centro educativo distrital acerca de la educación inclusiva en las aulas de inglés?, ¿Cuáles son los parámetros que esta escuela sigue para trabajar con aulas de inglés inclusivas? Y ¿Qué estrategias se utilizan en las aulas de inglés para responder a las necesidades individuales de los estudiantes? El estudio fue realizado durante ocho meses aproximadamente en el centro educativo en mención. Para realizar una descripción completa del proceso de inclusión en la institución se realizaron observaciones de clase, entrevistas a diferentes miembros de la comunidad educativa y se aplicaron cuestionarios a los estudiantes con necesidades educativas especiales y a sus docentes. Los hallazgos revelaron que aunque algunos pocos profesores utilizan estrategias personales para responder a las necesidades individuales de los estudiantes, hay aún muchos obstáculos que se constituyen en una barrera para el desarrollo exitoso de un proceso de inclusión y carencias que se deben atender y suplir.Abstract This article presents the results of a qualitative case study which attempted to answer the following research questions: What are the perceptions that the educational community has of inclusive education in the English language classrooms? What are the parameters that this school follows in order to work with inclusive English classrooms? And what strategies are being used in the classrooms in order to respond to students'individual needs? The study was developed approximately during eight months in a public school in Bogota. Class observations and interviews to different members of the educational community were done and questionnaires to teachers and students with special educational needs were applied in order to provide a thorough

  10. A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English.

    Science.gov (United States)

    Zhang, Lawrence Jun; Gu, Peter Yongqi; Hu, Guangwei

    2008-06-01

    This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. The data were collected from high- and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.

  11. A Self-reflection in Developing Teaching Performance at the Classroom for English Foreign Language (Efl) Teachers

    OpenAIRE

    Karlinawati, Esih

    2014-01-01

    This paper deals with a topic self-reflection in developing teaching performance. Self-reflection is a vital skill to reflect and evaluate teachers' teaching performance in the classroom. However, there are many teachers running monotonous classes because they do not make a self-reflection. This consideration explores teachers' strengths and weaknesses in learning process. This research will help the teachers to maintain or eliminate critical incident on learning and teaching process. This re...

  12. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    Science.gov (United States)

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  13. Assessment of the English literacy level of patients in primary health ...

    African Journals Online (AJOL)

    ... of patients in primary health care services in Tshwane, Gauteng province: Part 2. ... levels of primary health care patients using the Learning Ability Battery (LAB) ... Data were collected by means of a self-report whereby the participants had ...

  14. Balancing the Workload Equation in English Primary Schools: A Continuing Story?

    Science.gov (United States)

    Galton, Maurice; MacBeath, John

    2010-01-01

    This article traces the gradual increase in primary teachers' workloads over several decades to the point where workforce reform was introduced to ameliorate the problem. A central feature of the reform was the use of teaching assistants to undertake various duties, so that time should be available for primary teachers to plan and prepare future…

  15. How does classroom composition affect learning outcomes in Ugandan primary schools?

    DEFF Research Database (Denmark)

    Jones, Edward Samuel

    2016-01-01

    There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper...

  16. The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: A Case Study.

    Science.gov (United States)

    Atherley, Carole

    1990-01-01

    Positive behavior management has been recommended as a more acceptable form of classroom management than traditional behavioral modification. This paper discusses the application of stimulus and contingency control methods (positive behavior management) to elicit more socially and academically acceptable behavior from elementary school children.…

  17. Teaching Styles of the Classroom Managers in one Basic Primary School in the Philippines

    Directory of Open Access Journals (Sweden)

    Marife G.Villena

    2015-05-01

    Full Text Available This study aimed to determine the teaching styles of the classroom managers in Pinamucan Elementary School. Specifically, it identified the demographic profile or the teachers respondents in terms of age, gender, educational qualification, number of seminars attended, assigned level and years of services; and find out which of the teaching styles of the teacher respondents in terms of whole class, individual, and small group activities are practiced. The study used descriptive methods were a standardized questionnaire was utilized as the main instrument in gathering data. Based on the result, Most of the classroom managers belonged to the middle aged bracket; had been working from 20 to 29 years in this institution, and were assigned in different grades / levels, and had attended 7-9 seminars for the length of time they had served there; majority of the respondents often use the question and answer method when doing whole class activities. For individual activities, homework is often used by the classroom managers to get their students’ attention while for small group activities, games were often practiced as means of initiating cooperation among students. The school may be practice the used of LCD. School administrator mat conduct seminars regarding modern classroom methodologies

  18. Impact of a Brief Ego Depletion Procedure on Creative Behaviour in the Upper Primary Classroom

    Science.gov (United States)

    Price, Deborah Ann; Yates, Gregory C. R.

    2015-01-01

    In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing "anything you can think of" about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations.…

  19. Using Collective Argumentation to Engage Students in a Primary Mathematics Classroom

    Science.gov (United States)

    Brown, Raymond

    2017-01-01

    This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints…

  20. A Proactive and Responsive Bio-Psychosocial Approach to Managing Challenging Behaviour in Mainstream Primary Classrooms

    Science.gov (United States)

    Madden, Lorraine O. B.; Senior, Joyce

    2018-01-01

    Research in the area of social, emotional and behavioural difficulties, and teacher's struggle to respond to challenging behaviour in mainstream classrooms, has consistently highlighted the need for proventative and responsive approaches within a continuum of support. This study aims to, firstly, investigate what proactive and reactive strategies…

  1. Primary School Environment Trend, Class-Ratio and Head Teachers Overcrowded Classrooms Management Strategies in Northern Senatorial District of Ondo State, Nigeria

    Science.gov (United States)

    Babatunde, Ehinola Gabriel

    2015-01-01

    Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the…

  2. Just reading: increasing pace and volume of reading whole narratives on the comprehension of poorer adolescent readers in English classrooms

    OpenAIRE

    Westbrook, Jo; Sutherland, Julia; Oakhill, Jane; Sullivan, Susan

    2018-01-01

    Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12-13. Ten teachers received additional trainin...

  3. Reshaping High School English.

    Science.gov (United States)

    Pirie, Bruce

    This book takes up the question of what shape high school English studies should take in the coming years. It describes an English program that blends philosophical depth with classroom practicality. Drawing examples from commonly taught texts such as "Macbeth,""To Kill a Mockingbird," and "Lord of the Flies," the…

  4. FORMATION OF COGNITIVE INTEREST AT ENGLISH LANGUAGE LESSONS IN PRIMARY SCHOOL: TECHNOLOGIES, METHODS, TECHNIQUES

    Directory of Open Access Journals (Sweden)

    Kotova, E.G.

    2017-09-01

    Full Text Available There are a lot of didactic and technological methods and techniques that shape and develop cognitive interest of primary school students in modern methodology of teaching foreign languages. The use of various forms of gaming interaction, problem assignments, information and communication technologies in the teaching of primary school students allows diversifying the teaching of a foreign language, contributes to the development of their creative and cognitive activity. The use of health-saving technologies ensures the creation of a psychologically and emotionally supportive atmosphere at the lesson, which is an essential condition for acquiring new knowledge and maintaining stable cognitive interest among students while learning a foreign language.

  5. Challenges facing primary school educators of English Second (or Other Language learners in the Western Cape

    Directory of Open Access Journals (Sweden)

    Julie O'Connor

    2009-05-01

    Full Text Available We were prompted by the prevalence of English Second or Other Language (ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Fur­thermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent in­volvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language thera­pist and educator collaborations and speech-language therapists' participation in educator training were identified.

  6. Quality of Disease Management and Risk of Mortality in English Primary Care Practices.

    Science.gov (United States)

    Dusheiko, Mark; Gravelle, Hugh; Martin, Stephen; Smith, Peter C

    2015-10-01

    To investigate whether better management of chronic conditions by family practices reduces mortality risk. Two random samples of 5 million patients registered with over 8,000 English family practices followed up for 4 years (2004/5-2007/8). Measures of the quality of disease management for 10 conditions were constructed for each family practice for each year. The outcome measure was an indicator taking the value 1 if the patient died during a specified year, 0 otherwise. Cross-section and multilevel panel data multiple logistic regressions were estimated. Covariates included age, gender, morbidity, hospitalizations, attributed socio-economic characteristics, and local health care supply measures. Although a composite measure of the quality of disease management for all 10 conditions was significantly associated with lower mortality, only the quality of stroke care was significant when all 10 quality measures were entered in the regression. The panel data results suggest that a 1 percent improvement in the quality of stroke care could reduce the annual number of deaths in England by 782 [95 percent CI: 423, 1140]. A longer study period may be necessary to detect any mortality impact of better management of other conditions. © Health Research and Educational Trust.

  7. Responsibility for Financial Management in Primary Schools: Evidence from an English Local Authority

    Science.gov (United States)

    Fitzgerald, Sarah; Drake, Julie

    2013-01-01

    Financial management in primary schools has changed in the UK with the introduction of the Schools Financial Value Standard (SFVS). There is increasing delegation of financial responsibility to the management team in the school, increasing the role of the head teacher and the governing body as part of overall responsibility for the strategic…

  8. Exploring Intercultural Awareness in the Primary Modern Language Classroom: The Potential of the New Model of European Language Portfolio Developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI)

    Science.gov (United States)

    Rantz, Frederique; Horan, Pascaline

    2005-01-01

    This paper reflects a key concern for teacher trainers: how can primary language teachers promote the development of intercultural awareness among their pupils? It addresses the concept of intercultural awareness as it applies to young learners and refers more specifically to the context of the Irish primary classroom and its curriculum. It argues…

  9. Cross sectional study of performance indicators for English Primary Care Trusts: testing construct validity and identifying explanatory variables

    Directory of Open Access Journals (Sweden)

    Lilford Richard

    2006-06-01

    Full Text Available Abstract Background The performance of Primary Care Trusts in England is assessed and published using a number of different performance indicators. Our study has two broad purposes. Firstly, to find out whether pairs of indicators that purport to measure similar aspects of quality are correlated (as would be expected if they are both valid measures of the same construct. Secondly, we wanted to find out whether broad (global indicators correlated with any particular features of Primary Care Trusts, such as expenditure per capita. Methods Cross sectional quantitative analysis using data from six 2004/05 PCT performance indicators for 303 English Primary Care Trusts from four sources in the public domain: Star Rating, aggregated Quality and Outcomes Framework scores, Dr Foster mortality index, Dr Foster equity index (heart by-pass and hip replacements, NHS Litigation Authority Risk Management standards and Patient Satisfaction scores from the Star Ratings. Forward stepwise multiple regression analysis to determine the effect of Primary Care Trust characteristics on performance. Results Star Rating and Quality and Outcomes Framework total, both summary measures of global quality, were not correlated with each other (F = 0.66, p = 0.57. There were however positive correlations between Quality and Outcomes Framework total and patient satisfaction (r = 0.61, p Conclusion Performance assessment in healthcare remains on the Government's agenda, with new core and developmental standards set to replace the Star Ratings in 2006. Yet the results of this analysis provide little evidence that the current indicators have sufficient construct validity to measure the underlying concept of quality, except when the specific area of screening is considered.

  10. Indoor and outdoor particulate matter in primary school classrooms with fan-assisted natural ventilation in Singapore.

    Science.gov (United States)

    Chen, Ailu; Gall, Elliott T; Chang, Victor W C

    2016-09-01

    We conducted multiday continuous monitoring of indoor and outdoor particulate matter (PM) in classrooms with fan-assisted natural ventilation (NV) at five primary schools in Singapore. We monitored size-resolved number concentration of PM with diameter 0.3-10 μm at all schools and alveolar deposited surface area concentrations of PM with diameter 0.01-1.0 μm (SA0.01-1.0) at two schools. Results show that, during the monitoring period, schools closer to expressways and in the downtown area had 2-3 times higher outdoor PM0.3-1.0 number concentrations than schools located in suburban areas. Average indoor SA0.01-1.0 was 115-118 μm(2) cm(-3) during periods of occupancy and 72-87 μm(2) cm(-3) during unoccupied periods. There were close indoor and outdoor correlations for fine PM during both occupied and unoccupied periods (Pearson's r = 0.84-1.0) while the correlations for coarse PM were weak during the occupied periods (r = 0.13-0.74). Across all the schools, the size-resolved indoor/outdoor PM ratios (I/O ratios) were 0.81 to 1.58 and 0.61 to 0.95 during occupied and unoccupied periods, respectively, and average infiltration factors were 0.64 to 0.94. Average PM net emission rates, calculated during periods of occupancy in the classrooms, were lower than or in the lower range of emission rates reported in the literature. This study also reveals that indoor fine and submicron PM predominantly come from outdoor sources, while indoor sources associated with occupancy may be important for coarse PM even when the classrooms have high air exchange rates.

  11. Increasing inequality in childhood obesity in primary schools in a northern English town.

    Science.gov (United States)

    Black, M; Joseph, V; Mott, L; Maheswaran, R

    2018-05-01

    To undertake an analysis of National Child Measurement Programme (NCMP) data to quantify the obesity prevalence gap over time between children in primary schools in the most and least deprived areas of Doncaster. The research design for this study was retrospective quantitative analysis of secondary data. The study undertook secondary analysis of NCMP data on obesity prevalence in children in Reception Year and Year 6 in primary schools in Doncaster for the period 2006-2007 to 2014-2015. Data were combined into three 3-year periods (2006-2007 to 2008-2009; 2009-2010 to 2011-2012; and 2012-2013 to 2014-2015), and schools were grouped by deprivation based on the national Indices of Multiple Deprivation 2015. Analysis was undertaken to assess whether there is a difference in obesity prevalence for Reception Year and Year 6 children in schools in the most deprived areas compared with the least deprived (prevalence gap), over time. The difference in obesity prevalence between children attending schools in the most and least deprived areas has increased over time. For Reception Year children, the prevalence gap has widened from a difference of 1.01% higher in the most deprived schools in 2006-2007 to 2008-2009 to 3.64% higher in 2012-2013 to 2014-2015. In the same time periods, for Year 6 children, the obesity prevalence gap has also increased over time from 2.82% to 5.08%. There is inequality in relation to obesity in primary school children in Doncaster with those in schools in the most deprived areas carrying the greatest burden. Research is needed to understand why the plateau seen nationally is not reaching the most deprived children. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  12. Using of Folk Art to Enhance Learning at English Lessons in Primary School

    Directory of Open Access Journals (Sweden)

    Tetyana Blyznyuk

    2017-06-01

    Full Text Available In today’s multicultural space we can feel reassessment of existing paradigms of education in view of globalization changes, interstate cooperation in cultural and educational spheres. The article highlights the problem of human adaptation to foreign cultural environment, the contents of ethnographic knowledge, the needs of modern European and global integration. So the paper analyzes and interprets the urgent the idea of using ethnographic materials, including folk art, in teaching humanities and arts subjects in primary school, particularly in native and foreign languages, reading, science, music, manual work, etc.

  13. Implementing clinical governance in English primary care groups/trusts: reconciling quality improvement and quality assurance.

    Science.gov (United States)

    Campbell, S M; Sheaff, R; Sibbald, B; Marshall, M N; Pickard, S; Gask, L; Halliwell, S; Rogers, A; Roland, M O

    2002-03-01

    To investigate the concept of clinical governance being advocated by primary care groups/trusts (PCG/Ts), approaches being used to implement clinical governance, and potential barriers to its successful implementation in primary care. Qualitative case studies using semi-structured interviews and documentation review. Twelve purposively sampled PCG/Ts in England. Fifty senior staff including chief executives, clinical governance leads, mental health leads, and lay board members. Participants' perceptions of the role of clinical governance in PCG/Ts. PCG/Ts recognise that the successful implementation of clinical governance in general practice will require cultural as well as organisational changes, and the support of practices. They are focusing their energies on supporting practices and getting them involved in quality improvement activities. These activities include, but move beyond, conventional approaches to quality assessment (audit, incentives) to incorporate approaches which emphasise corporate and shared learning. PCG/Ts are also engaged in setting up systems for monitoring quality and for dealing with poor performance. Barriers include structural barriers (weak contractual levers to influence general practices), resource barriers (perceived lack of staff or money), and cultural barriers (suspicion by practice staff or problems overcoming the perceived blame culture associated with quality assessment). PCG/Ts are focusing on setting up systems for implementing clinical governance which seek to emphasise developmental and supportive approaches which will engage health professionals. Progress is intentionally incremental but formidable challenges lie ahead, not least reconciling the dual role of supporting practices while monitoring (and dealing with poor) performance.

  14. English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

    Directory of Open Access Journals (Sweden)

    Md.Mahroof Hossain

    2016-06-01

    Full Text Available Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are familiar to the modern methods and approaches of teaching and lack of materials for teaching in the classroom. Primary level English curriculum implementation is essential in Bangladesh to achieve the set English language competency in the rural areas. Students in the rural areas are performing poorly in English compared to their urban counterparts. Statistics showed that there was a gulf of difference between the facilities enjoyed by rural schools and urban schools. The study explores the challenges of teaching English language in rural areas in context of Bangladesh. This study investigated the factors affecting student’s performance in English language in rural areas. Data were collected using interviews, classroom observation and questionnaire. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. It also provide a scenario of English teaching system in rural areas of Bangladesh as well as the problems and prospects of English language in perspective of Bangladesh. Keywords: English language, rural areas, education, learning and teaching, competency

  15. Water in everyday life and in science classrooms: analysis of discursive interactions and teaching strategies in primary education

    Directory of Open Access Journals (Sweden)

    Andreza Fortini da Silva

    2012-02-01

    Full Text Available This article examines how a primary teacher establishes links between students' initial contributions on the theme ‘water’ and the elements that will make up the teaching approach of this subject in the science classroom. For this purpose, we examine discursive interactions in the first lessons of a teaching sequence, looking for links between events that are being elicited and developed by the teacher with intense participation of the students. We shall also examine the teaching strategies conducted by the teacher, emphasizing the presence of visual resources in text production activities, understanding them as literacy practices in the context of science lessons. To examine the effectiveness of these strategies and mediational resources, we shall analyze some exemplars of the students' productions (texts and drawings. We will use as criteria of analysis: speech marks of the opening activity and of the preliminary discussions in the texts produced by the pupils; evidence of changes in the pupils’ initial repertoires about the theme; evidence of connections between the “water in our lives” and “water as a science subject”. The context of the research is a third year grade classroom in a public elementary school in Contagem / MG - Brazil.

  16. Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools.

    Science.gov (United States)

    Clemes, Stacy A; Barber, Sally E; Bingham, Daniel D; Ridgers, Nicola D; Fletcher, Elly; Pearson, Natalie; Salmon, Jo; Dunstan, David W

    2016-09-01

    This research examined the influence of sit-to-stand desks on classroom sitting time in primary school children. Pilot controlled trials with similar intervention strategies were conducted in primary schools in Melbourne, Australia, and Bradford, UK. Sit-to-stand desks replaced all standard desks in the Australian intervention classroom. Six sit-to-stand desks replaced a bank of standard desks in the UK intervention classroom. Children were exposed to the sit-to-stand desks for 9-10 weeks. Control classrooms retained their normal seated desks. Classroom sitting time was measured at baseline and follow-up using the activPAL3 inclinometer. Thirty UK and 44 Australian children provided valid activPAL data at baseline and follow-up. The proportion of time spent sitting in class decreased significantly at follow-up in both intervention groups (UK: -9.8 ± 16.5% [-52.4 ± 66.6 min/day]; Australian: -9.4 ± 10% [-43.7 ± 29.9 min/day]). No significant changes in classroom sitting time were observed in the UK control group, while a significant reduction was observed in the Australian control group (-5.9 ± 11.7% [-28.2 ± 28.3 min/day]). Irrespective of implementation, incorporating sit-to-stand desks into classrooms appears to be an effective way of reducing classroom sitting in this diverse sample of children. Longer term efficacy trials are needed to determine effects on children's health and learning. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. A Diagnosis of English Language Teaching in Public Elementary Schools in Pasto, Colombia

    Directory of Open Access Journals (Sweden)

    Jesús Alirio Bastidas

    2011-12-01

    Full Text Available English teaching in Colombian primary schools became a requirement because of the promulgation of the Law of Education in 1994. Taking into account that this decision produced some difficulties in the schools, a study was conducted to diagnose the state of English language teaching in primary schools in Pasto, Colombia. Data were gathered through classroom observation, a questionnaire, and interviews. The results showed that teachers are not well versed either in methodology or in the command of the English language; there was no English syllabus; didactic materials were nonexistent; and the children’s lack of motivation was the most critical problem. Teachers, institutions and the government have to take into account these findings in order to improve English learning in primary schools.

  18. Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom

    Science.gov (United States)

    Seddon, Frederick; Biasutti, Michele

    2008-01-01

    Prior research has revealed that non-music specialist trainee primary school teachers lack confidence in teaching music in spite of changes to teacher training and the introduction of music in the National Curriculum in England. The current study investigated the effects on non-music specialist trainee primary teachers' confidence to teach music…

  19. Shifting the primary focus: Assessing the case for dialogic education in secondary classrooms

    NARCIS (Netherlands)

    Higham, R.J.E.; Brindley, S.; van de Pol, J.E.

    2014-01-01

    Dialogic theories and practices in education have grown over the last decade; in the United Kingdom, however, most research in the field has been carried out in primary schools. Six leading academic researchers in the field are interviewed to explore the reasons for this primary bias to date, and

  20. A Comparative Study of Listening Comprehension Measures in English as an Additional Language and Native English-Speaking Primary School Children

    Science.gov (United States)

    McKendry, Mairead Grainne; Murphy, Victoria A.

    2011-01-01

    The aim of this study was to investigate the suitability of different measures of listening comprehension for Years 2, 3 and 4 children with English as an additional language (EAL). Non-standardised uses of reading comprehension measures are often employed as proxy measures of listening comprehension, i.e. for purposes for which they were not…

  1. Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response

    Directory of Open Access Journals (Sweden)

    Sandie Mourão

    2016-05-01

    Full Text Available This article begins by discussing the term ‘picturebook’, followed by a definition which centres on the picture-word dynamic, the social and cultural implications of using picturebooks and an explanation of picturebook peritext. This is followed by a section that discusses response and its relevance to teachers who want to (reconsider picturebooks in an EFL classroom. A category of responses is then suggested as a way to support EFL teachers to understand their learners’ responses to picturebooks and help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways picturebooks enable and promote authentic responses through both the pictures and the words.

  2. Assessing the prevalence of depression in Punjabi and English primary care attenders: the role of culture, physical illness and somatic symptoms.

    Science.gov (United States)

    Bhui, Kamaldeep; Bhugra, Dinesh; Goldberg, David; Sauer, Justin; Tylee, Andre

    2004-09-01

    Previous studies exploring the prevalence of depression among South Asians reported inconsistent findings. Research artefacts due to sampling bias, measurements errors and a failure to include ethnographic methods may all explain this. We estimated the prevalence of depression, and variations of prevalence with culture, cultural adaptation, somatic symptoms and physical disability in a cross-sectional primary care survey of Punjabi and English attendees. We included a culture specific screening instrument, culturally adapted the instruments and offered bilingual interviews. We found that, compared with their English counterparts, depressive diagnoses were more common among Punjabis, Punjabi women, Punjabis with physical complaints and, contrary to expectation, even Punjabis with low scores for somatic symptoms.

  3. Seeing the Forest, Not the Trees: Essential Technologies for Literacy in the Primary-Grade and Upper Elementary-Grade Classroom

    Science.gov (United States)

    Leu, Donald J.; Forzani, Elena; Timbrell, Nicole; Maykel, Cheryl

    2015-01-01

    While countless new technologies are appearing in our lives and in school classrooms, we argue that we need to keep in mind our goals in reading before we use any of them. We suggest that a primary goal is to develop the ability to read in order to learn with online information. Technologies that support this goal, especially the Internet, and…

  4. Code-Switching in the Primary Classroom: One Response to the Planned and the Unplanned Language Environment in Brunei [and] A Response.

    Science.gov (United States)

    Martin, Peter W.; Espiritu, Clemencia C

    1996-01-01

    Examines how the teacher incorporates elements of both "Bahasa Melayu" and Brunei Malay into content lessons and views code switching in the primary classroom within the wider framework of community language norms and the linguistic pressures on students and teachers. Espiritu shares Martin's concern regarding the quantity and quality of…

  5. The Use of Organising Purposes in Science Instruction as a Scaffolding Mechanism to Support Progressions: A Study of Talk in Two Primary Science Classrooms

    Science.gov (United States)

    Johansson, Annie-Maj; Wickman, Per-Olof

    2018-01-01

    Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school. Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the…

  6. The clinician impact and financial cost to the NHS of litigation over pregabalin: a cohort study in English primary care.

    Science.gov (United States)

    Croker, Richard; Smyth, Darren; Walker, Alex J; Goldacre, Ben

    2018-06-07

    Following litigation over pregabalin's second-use medical patent for neuropathic pain, National Health Service (NHS) England was required by the court to instruct general practitioners (GPs) to prescribe the branded form (Lyrica) for pain. Pfizer's patent was found invalid in 2015, a ruling subject to ongoing appeals. If the Supreme Court appeal in February 2018, whose judgement is awaited, is unsuccessful, the NHS can seek to reclaim excess prescribing costs. We set out to describe the variation in prescribing of pregabalin as branded Lyrica, geographically and over time; to determine how clinicians responded to the NHS England instruction to GPs; and to model excess costs to the NHS attributable to the legal judgements. English primary care. English general practices. Variation in prescribing of branded Lyrica across the country before and after the NHS England instruction, by practice and by Clinical Commissioning Group; excess prescribing costs. The proportion of pregabalin prescribed as Lyrica increased from 0.3% over 6 months before the NHS England instruction (September 2014 to February 2015) to 25.7% afterwards (April to September 2015). Although 70% of pregabalin is estimated to be for pain, including neuropathic pain, only 11.6% of practices prescribed Lyrica at this level; the median proportion prescribed as Lyrica was 8.8% (IQR 1.1%-41.9%). If pregabalin had come entirely off patent in September 2015, and Pfizer had not appealed, we estimate the NHS would have spent £502 million less on pregabalin to July 2017. NHS England instructions to GPs regarding branded prescription of pregabalin were widely ignored and have created much debate around clinical independence in prescribing. Protecting revenue from 'skinny labels' will pose a challenge. If Pfizer's final appeal on the patent is unsuccessful, the NHS can seek reimbursement of excess pregabalin prescribing costs, potentially £502 million. © Article author(s) (or their employer(s) unless

  7. On the Optimization of Sentence Imitation in Primary School English Teaching from the Perspective of Strong Memes

    Science.gov (United States)

    Lin, Wang

    2017-01-01

    A sentence is an important unit in English language, and plays a crucial role in language teaching and learning as well. For many years, sentence teaching is always worth discussion in English teaching, because sentence imitation is very important for students' construction of logical discourse. This paper, based on memetics, proposes some certain…

  8. Learning Chinese Characters via Mobile Technology in a Primary School Classroom

    Science.gov (United States)

    Lu, Jie; Meng, Sue; Tam, Vincent

    2014-01-01

    This paper describes a project, including the design, development, and use of a mobile application (referred to as application hereafter) for learning Chinese as a second language in a bilingual primary school. The application was designed for iPod Touch Apple technology with the purpose to facilitate learning of a fundamental set of 200 Chinese…

  9. Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

    Science.gov (United States)

    Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

    2016-01-01

    The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

  10. E-Learning Pedagogy in the Primary School Classroom: The McDonaldization of Education

    Science.gov (United States)

    Etherington, Matthew

    2008-01-01

    This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy--and then critiques what he describes as a "fetishisation"…

  11. The Impact of a Developmental Framework in Number on Primary Teachers' Classroom Practice

    Science.gov (United States)

    Bobis, Janette

    2010-01-01

    This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their…

  12. Learned Helplessness in Inclusive Music Classrooms: Voices of Hong Kong Primary Schools Music Teachers

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2015-01-01

    In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported…

  13. Distributed practice and retrieval practice in primary school vocabulary learning: A multi-classroom study

    NARCIS (Netherlands)

    Goossens, Nicole; Camp, Gino; Verkoeijen, Peter; Tabbers, Huib; Bouwmeester, Samantha; Zwaan, Rolf

    2018-01-01

    Distributed practice and retrieval practice are promising learning strategies to use in education. We examined the effects of these strategies in primary school vocabulary lessons. Grades 2, 3, 4, and 6 children performed exercises that were part of the regular curriculum. For the distributed

  14. Love Is Bad for You: Parables and Practical Fictions in the Romantic Primary Classroom

    Science.gov (United States)

    Galman, Sally Campbell

    2014-01-01

    This article presents tentative findings from an ongoing study of female preservice teachers' stories about love, gender, and work in primary level (K-6) teacher preparation. Analyses of data from 26 phenomenological interviews with White, female pre-service teachers enrolled in teacher preparation programs frames one sample participant "love…

  15. The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers

    Science.gov (United States)

    Fernandez-Lozano, M P.; Gonzalez-Ballesteros, M.; De-Juanas, A.

    2012-01-01

    Introduction: Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today's challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new…

  16. The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

    Science.gov (United States)

    Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

    2014-01-01

    We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard's theory of learning as communication. We present case studies…

  17. Stories from the Classroom: The Developing Beliefs and Practices of Beginning Primary Mathematics Teachers

    Science.gov (United States)

    Brady, Kathy

    2012-01-01

    This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching…

  18. Investigating Nigerian Primary School Teachers' Preparedness to Adopt Personal Response System in ESL Classroom

    Science.gov (United States)

    Agbatogun, Alaba Olaoluwakotansibe

    2012-01-01

    This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry), computer use and academic qualification as independent variables predicted primary school teachers' attitude towards the integration of Personal Response System in…

  19. Learners´ treatment in the classroom according to their gender in the first and the second triad of the primary school

    OpenAIRE

    Sitar, Erika

    2016-01-01

    In this thesis, we focused on the learners´ treatment in the classroom according to their gender in the first and the second triad of the primary school by the teacher. We wanted to know whether teachers treated the learners´ in the classroom differently based on their gender. In the theoretical part of the master's thesis, we presented literature of Slovenian and foreign authors, which is related to the topic of gender and gender differentiation. Our focus was on different aspects of gender ...

  20. Characteristics of Primary Care Trusts in financial deficit and surplus - a comparative study in the English NHS.

    Science.gov (United States)

    Badrinath, Padmanabhan; Currell, Rosemary Anne; Bradley, Peter M

    2006-06-01

    Recently the financial status of primary care trusts has come under considerable scrutiny by the government, and financial deficits have been blamed on poor local management of resources. This paper examines the factors that differ between those Primary Care Trusts (PCT) in financial deficit and those in surplus, using readily available data at PCT level. PCTs are the National Health Service organisations in England responsible for improving the health of their population, developing primary and community health services, and commissioning secondary care services. A descriptive comparative study using data from 58 PCTs; 29 in greatest financial surplus and 29 in greatest deficit in the English National Health Service. Nearly half the study deficit PCTs (14 out of 29) are in the East of England and of the 29 surplus PCTs, five each are in Birmingham and Black Country Strategic Health Authority (SHA), and Greater Manchester SHA. The median population density of the deficit PCTs is almost seven times lower than that of surplus PCTs (p = 0.004). Surplus PCTs predominantly serve deprived communities. Nearly half the surplus PCTs are 'spearhead' PCTs compared to only one of the deficit PCTs. Percentage population increase by local authority of the PCT showed that on average deficit PCTs had 2.7 times higher change during 1982-2002 (13.37% for deficit and 4.94% for surplus PCTs). Work pressure felt by staff is significantly higher in deficit PCTs, and they also reported working higher amount of extra hours due to work pressures. The proportion of dispensing general practitioners is significantly higher in deficit PCTs 40.5% vs. 12.9% (p = 0.002). Deficit PCTs on average received pound123 less per head of registered population compared to surplus PCTs. The two groups of PCTs serve two distinct populations with marked differences between the two. Deficit PCTs tend to be in relatively affluent and rural areas. Poor management alone is unlikely to be the cause of deficits

  1. A Study of Effective Strategies to Stimulate College Non-English Majors' Motivation for Learning English

    Institute of Scientific and Technical Information of China (English)

    向玉

    2008-01-01

    As an English teacher for non-English majors in a college in Wuhan,I find that most of my students are not interested in learning English.Thus.I am concerned about how to stimulate my students' motivation in learning English.This paper discusses some effective strategies to stimulate college non-English majors' motivation for learning English.such as creating a comfortable atmosphere,buiIding students' confidence,promoting cooperative learning.and incorporating the multiple intelligences concept in the classroom.These strategies do have practical application in my classroom and have motivated my students' interest in English learning.

  2. Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?

    Science.gov (United States)

    De Smet, Audrey; Mettewie, Laurence; Galand, Benoit; Hiligsmann, Philippe; Van Mensel, Luk

    2018-01-01

    This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research…

  3. What is English?

    Directory of Open Access Journals (Sweden)

    Ulrikke Rindal

    2014-10-01

    Full Text Available This article considers the developing status of English in Norway, both as a language and as a school subject, making predictions about which ontological and epistemological perspectives will influence English language teaching (ELT in Norway towards 2030. Status quo and predictions for English in Norway is approached from two angles; the development of presiding language beliefs in linguistic science and in ELT practices from the 16th century to the present, and the more recent and rapid development of English as the foremost global language of communication. The article shows how English language beliefs and the status of English are made visible in the national subject curriculum and in the English language practices among Norwegian adolescent learners. The discussion suggests that English is increasingly characterised by those who use it as a second or later language, including Norwegians who negotiate the meanings of English in the ELT classroom. The article predicts that a logical development for Norwegian ELT is increased influence from social constructionist perspectives, in combination with the existing focus on communicative competence. The study shows that global circumstances related to the status of English are reciprocally related to local language beliefs among educational authorities, teachers and students, and that these have major implications for English as a discipline in lower and higher education.

  4. Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom

    Science.gov (United States)

    Sumida, Manabu

    2010-10-01

    Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non- LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders.

  5. Exploring AI Language Assistants with Primary EFL Students

    Science.gov (United States)

    Underwood, Joshua

    2017-01-01

    The main objective of this study was to identify ways to incorporate voice-driven Artificial Intelligence (AI) effectively in classroom language learning. This nine month teacher-led design research study employed technology probes (Amazon's Alexa, Apple's Siri, Google voice search) and co-design methods with a class of primary age English as a…

  6. Classroom Displays as a Tool for Evaluating Young Learners’ Goal-Attainment

    DEFF Research Database (Denmark)

    aus der Wieschen, Maria Vanessa

    In Danish primary schools, each class has their own classroom in which they have (almost) all of their classes, making the walls ideal learning spaces. However, this also means that English as a Foreign Language (EFL) teachers have to share the classroom walls with their colleagues who teach other...... subjects in the same classroom, which limits the available EFL learning space. The present study examines in what way English teachers and young learners do (not) make meaningful use of EFL material on classroom walls as part of goal-oriented teaching and learning (læringsmålstyret undervisning. Using...... displays can be used as a tool in goal- oriented teaching and learning, in that they (1) work as a documentation of achieved and current goals for learning (læringsmål), (2) help students who have not fully achieved the past goals for learning to participate in current learning activities...

  7. Using personal response systems to assess speech perception within the classroom: an approach to determine the efficacy of sound field amplification in primary school classrooms.

    Science.gov (United States)

    Vickers, Deborah A; Backus, Bradford C; Macdonald, Nora K; Rostamzadeh, Niloofar K; Mason, Nisha K; Pandya, Roshni; Marriage, Josephine E; Mahon, Merle H

    2013-01-01

    The assessment of the combined effect of classroom acoustics and sound field amplification (SFA) on children's speech perception within the "live" classroom poses a challenge to researchers. The goals of this study were to determine: (1) Whether personal response system (PRS) hand-held voting cards, together with a closed-set speech perception test (Chear Auditory Perception Test [CAPT]), provide an appropriate method for evaluating speech perception in the classroom; (2) Whether SFA provides better access to the teacher's speech than without SFA for children, taking into account vocabulary age, middle ear dysfunction or ear-canal wax, and home language. Forty-four children from two school-year groups, year 2 (aged 6 years 11 months to 7 years 10 months) and year 3 (aged 7 years 11 months to 8 years 10 months) were tested in two classrooms, using a shortened version of the four-alternative consonant discrimination section of the CAPT. All children used a PRS to register their chosen response, which they selected from four options displayed on the interactive whiteboard. The classrooms were located in a 19th-century school in central London, United Kingdom. Each child sat at their usual position in the room while target speech stimuli were presented either in quiet or in noise. The target speech was presented from the front of the classroom at 65 dBA (calibrated at 1 m) and the presented noise level was 46 dBA measured at the center of the classroom. The older children had an additional noise condition with a noise level of 52 dBA. All conditions were presented twice, once with SFA and once without SFA and the order of testing was randomized. White noise from the teacher's right-hand side of the classroom and International Speech Test Signal from the teacher's left-hand side were used, and the noises were matched at the center point of the classroom (10sec averaging [A-weighted]). Each child's expressive vocabulary age and middle ear status were measured

  8. Mother-Tongue Diversity in the Foreign Language Classroom: Perspectives on the Experiences of Non-Native Speakers of English Studying Foreign Languages in an English-Medium University

    Science.gov (United States)

    Bruen, Jennifer; Kelly, Niamh

    2017-01-01

    This paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native…

  9. An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning

    Science.gov (United States)

    Aidinopoulou, Vasiliki; Sampson, Demetrios G.

    2017-01-01

    The benefits of the flipped classroom (FC) model in students' learning are claimed in many recent studies. These benefits are typically accounted to the pedagogically efficient use of classroom time for engaging students in active learning. Although there are several relevant studies for the deployment of the FC model in Science, Technology,…

  10. The Flipped Classroom: Primary and Secondary Teachers' Views on an Educational Movement in Schools in Sweden Today

    Science.gov (United States)

    Hultén, Magnus; Larsson, Bo

    2018-01-01

    The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4-9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: "What characterizes flipped classroom…

  11. Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom

    Science.gov (United States)

    Falloon, Garry

    2017-12-01

    Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting `hands on' science learning. This article reports outcomes from a study of primary (elementary) school students' use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps' ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met.

  12. An Introduction to English Teaching, A Textbook for English Educators

    Science.gov (United States)

    Lin, Grace Hui Chin; Chien, Paul Shih-chieh

    2010-01-01

    Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

  13. "You Get to Be Yourself": Visual Arts Programs, Identity Construction and Learners of English as an Additional Language

    Science.gov (United States)

    Wielgosz, Meg; Molyneux, Paul

    2015-01-01

    Students learning English as an additional language (EAL) in Australian schools frequently struggle with the cultural and linguistic demands of the classroom while concurrently grappling with issues of identity and belonging. This article reports on an investigation of the role primary school visual arts programs, distinct programs with a…

  14. "We Don't Understand English That Is Why We Prefer English": Primary School Students' Preference for the Language of Instruction in Mathematics

    Science.gov (United States)

    Davis, Ernest Kofi; Bishop, Alan J.; Seah, Wee Tiong

    2015-01-01

    This paper reports on a study which sought to investigate how social and political influences affect students' preference for language of instruction in mathematics in Ghana, where the language of instruction from grade 4 onwards in school is not the students' main language. 4 focus group interviews were carried out with 16 primary school…

  15. Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

    Institute of Scientific and Technical Information of China (English)

    余媛

    2016-01-01

    The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

  16. Classroom management: Teachers’ skills and differentiation according to posts held at school – A research study with primary school teachers

    OpenAIRE

    Valente, Sónia; Veiga, Feliciano

    2016-01-01

    Conceptual framework: The concept of classroom management emerges as a relevant and contemporary study area, since due to a shortage of empirical studies, there is a clear need for deeper explanatory theoretical models. Teachers use strategies for classroom management but still encounter barriers when defining conditions which may enhance the teaching and learning process. Objective: the present research intended to answer the following research questions: «How are teachers ...

  17. From ‘English-only’ to translanguaging strategies: Exploring possibilities

    Directory of Open Access Journals (Sweden)

    Mwinda, Nangura

    2015-12-01

    Full Text Available This article investigates English language proficiency development in a rural primary school in the Kavango region of Namibia. English is the language of instruction in most schools in Namibia from fourth grade onwards. In addition to other challenges, lack of adequate proficiency in English has been identified as one of the major barriers to learning. Current research on translanguaging demonstrates that purposeful use of translanguaging supports learning. The aim of this article is to argue that a contextual analysis and a test of learners’ proficiency in their dominant language and in English are essential when deciding on translanguaging strategies. This may lead to possible ways in which translanguaging can improve the English language proficiency of rural primary learners in an environment where the language is hardly heard or spoken outside the classroom. The paper argues that translation, and preview – view – review strategies are some of the translanguaging teaching strategies that could be used as resources for building English vocabulary.

  18. Translanguaging in Today's Classrooms: A Biliteracy Lens

    Science.gov (United States)

    Hornberger, Nancy H.; Link, Holly

    2012-01-01

    As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and…

  19. Presentation of self and symptoms in primary care consultations involving patients from non-English speaking backgrounds.

    Science.gov (United States)

    Roberts, Celia; Sarangi, Srikant; Moss, Becky

    2004-01-01

    This paper draws on the PLEDGE research project (Patients with Limited English and Doctors in General Practice) 1 The Patients with Limited English and Doctors in General Practice (PLEDGE) project was funded by Sir Siegmund Warburg's Voluntary Settlement (2001-2003). The research team was: Celia Roberts, Roger Jones, Becky Moss, Srikant Sarangi and Val Wass. which has a database of 232 video-recorded interactions from GP surgeries in South East London. We focus on the opening episodes-the first opportunity the patient has to report on why they have come to see the doctor-to explore some of the contrasts in self presentation and the interactional work that doctors do when faced with the unexpected. Patients who speak a local London or standard variety of English present three aspects: a description of symptoms, the context in which they occurred, and an affective or epistemic stance. These 'micro discourse routines' are accomplished interactionally through the design of figure/ground relationships, framing and metacommunication and presentation of the 'moral self'. Although some patients from non-English speaking backgrounds use broadly similar 'micro discourse routines', the majority configure the relationship between medically salient facts, adequate contextual information and the stance which conveys the 'moral self' in different and apparently less 'orderly' ways. So openings often become protracted and harder work interactionally for both sides. While conversation analytic studies and communication skills textbooks represent the medical consultations as orderly, we suggest that such apparent orderliness must, at least, be partly the result of ironing out linguistic and cultural diversity. Interactional sociolinguistic analysis is used to shed light on the design of these routines and to provide analytic frameworks for doctors in reflecting on their own practice in ways which challenge patient-centred models.

  20. Using Case Study Methodology to Approach the Views of Teachers of English on Classroom Disciplinary Strategies (Uso de la metodología de estudio de casos para aproximarse a las concepciones de profesores de inglés sobre las estrategias disciplinarias en el aula)

    Science.gov (United States)

    Díaz Larenas, Claudio

    2012-01-01

    This qualitative study aims at identifying the disciplinary strategies claimed to be used by a group of five secondary classroom teachers of English in public or semi-public schools in Chile. To conduct this research, a semi-structured interview was applied to participants. The data were analyzed using the principles of semantic content analysis…

  1. The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program (Articulación de Prácticas de Investigación Formativa con los Proyectos de Aula de las Clases de Lengua y Cultura Anglófona en un Programa de Licenciatura en Lengua Extranjera)

    Science.gov (United States)

    Marroquín, Paula Ramírez

    2015-01-01

    This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about…

  2. Students and Teachers' Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico (Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México)

    Science.gov (United States)

    Mora Pablo, Irasema; Lengeling, M. Martha; Rubio Zenil, Buenaventura; Crawford, Troy; Goodwin, Douglas

    2011-01-01

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews.…

  3. Do difficulties in accessing in-hours primary care predict higher use of out-of-hours GP services? Evidence from an English National Patient Survey.

    Science.gov (United States)

    Zhou, Yin; Abel, Gary; Warren, Fiona; Roland, Martin; Campbell, John; Lyratzopoulos, Georgios

    2015-05-01

    It is believed that some patients are more likely to use out-of-hours primary care services because of difficulties in accessing in-hours care, but substantial evidence about any such association is missing. We analysed data from 567,049 respondents to the 2011/2012 English General Practice Patient Survey who reported at least one in-hours primary care consultation in the preceding 6 months. Of those respondents, 7% also reported using out-of-hours primary care. We used logistic regression to explore associations between use of out-of-hours primary care and five measures of in-hours access (ease of getting through on the telephone, ability to see a preferred general practitioner, ability to get an urgent or routine appointment and convenience of opening hours). We illustrated the potential for reduction in use of out-of-hours primary care in a model where access to in-hours care was made optimal. Worse in-hours access was associated with greater use of out-of-hours primary care for each access factor. In multivariable analysis adjusting for access and patient characteristic variables, worse access was independently associated with increased out-of-hours use for all measures except ease of telephone access. Assuming these associations were causal, we estimated that an 11% relative reduction in use of out-of-hours primary care services in England could be achievable if access to in-hours care were optimal. This secondary quantitative analysis provides evidence for an association between difficulty in accessing in-hours care and use of out-of-hours primary care services. The findings can motivate the development of interventions to improve in-hour access. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  4. Make Us Question, Think, Reflect and Understand: Secondary Students' Beliefs and Attitudes towards the Inclusion of LGBTQ Themed Literature in the English Classroom

    Science.gov (United States)

    Greathouse, Paula

    2016-01-01

    There are innumerable subcultures within American society, all of which come to interact within the walls of a school and all of which should be recognized and valued by the classroom teacher. This article shares secondary students' beliefs and attitudes about reading and studying lesbian, gay, bisexual, transgender and/or questioning (LGBTQ)…

  5. The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners

    Science.gov (United States)

    Dewaele, Jean-Marc; Ip, Tsui Shan

    2013-01-01

    Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that…

  6. Language Alternation in University Classrooms

    Science.gov (United States)

    Taha, T. A.

    2008-01-01

    This paper examines the alternate use of Arabic and English in the context of a university classroom, where a policy to use the former language in place of the latter was being implemented. Analysis of a sample of recorded university lectures of English and Arabic medium classes in sciences and humanities reveals that teachers use code switching,…

  7. Practices of Visual Communication in a Primary School Classroom: Digital Image Collection as a Potential Semiotic Mode

    Science.gov (United States)

    Björkvall, Anders

    2014-01-01

    "One-to-one" computing projects in which learners work with individual laptops or tablets across subjects are rapidly increasing in number. One aspect of this is that as the laptops give access to the Internet; digital images and texts--potentially from all over the globe--move into the classroom in an unprecedented manner. The paper…

  8. Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

  9. Commercially Available Digital Game Technology in the Classroom: Improving Automaticity in Mental-Maths in Primary-Aged Students

    Science.gov (United States)

    O'Rourke, John; Main, Susan; Hill, Susan M.

    2017-01-01

    In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school…

  10. "Acceptance of the Limits of Knowability in Oneself and Others": Performative Politics and Relational Ethics in the Primary School Classroom

    Science.gov (United States)

    Teague, Laura

    2015-01-01

    This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of…

  11. Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study

    Science.gov (United States)

    Rickard, Nikki S.; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R.

    2010-01-01

    Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training…

  12. Non-Native English Speakers and Nonstandard English: An In-Depth Investigation

    Science.gov (United States)

    Polat, Brittany

    2012-01-01

    Given the rising prominence of nonstandard varieties of English around the world (Jenkins 2007), learners of English as a second language are increasingly called on to communicate with speakers of both native and non-native nonstandard English varieties. In many classrooms around the world, however, learners continue to be exposed only to…

  13. The role of gestures in achieving understanding in Early English teaching in Denmark

    DEFF Research Database (Denmark)

    aus der Wieschen, Maria Vanessa; Eskildsen, Søren Wind

    school in Denmark. The use of multimodal resources employed by teachers in foreign language classrooms has been studied by e.g. Muramuto (1999), Lazaraton (2004), Taleghani-Nikazm (2008), Eskildsen & Wagner (2013), Sert (2015). This research has established gestures as a pervasive phenomenon in language...... brings this established agreement on the importance of gestures in classroom interaction to bear on early foreign language learning: Whereas prior work on gestures in L2 classrooms has predominantly dealt with adult L2 learners, this paper investigates the extent to which a teacher makes use of gestures...... in early child foreign language teaching. Using multimodal conversation analysis of three hours of classroom instruction in a Danish primary school, we uncover how a teacher uses gestures to enhance the comprehension of his L2 talk when teaching English in the 1st and 3rd grade, both of which are beginning...

  14. Preparing the High School Classroom for Migrant English Language Learners (Preparación del aula de secundaria para estudiantes migrantes que aprenden inglés)

    Science.gov (United States)

    Rouse, Megan Elizabeth

    2014-01-01

    In United States schools, the rate of immigrant English language learners is rapidly rising, affecting the lives of both students and teachers. This article will discuss the best ways to facilitate the students' language learning in a school setting; the type of structure, goals, and standards that can be expected; as well as ways to change the…

  15. Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

    Science.gov (United States)

    Ajayi, Lasisi

    2015-01-01

    Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

  16. the pedagogic relevance of codeswitching in the classroom

    African Journals Online (AJOL)

    E Yevudey

    should be used as a medium of instruction while English is introduced as a second .... Likewise, Amekor (2009) studies the use of codeswitching in the classroom in ... classroom, this work explores the functions that codeswitching plays in both ...

  17. My Classroom: Philippines

    Science.gov (United States)

    Santoro, Cerise

    2017-01-01

    In his first teaching assignment, as a fifth-grade English teacher, Edgar Manaran had only 20 desks for 48 students. Yet he was able to apply productive classroom strategies throughout his 25-hour teaching week. Some of his students sat on plastic chairs due to the shortage of desks, but that did not change the dynamic of Mr. Manaran's classes. He…

  18. "Frankenstein" in the Classroom.

    Science.gov (United States)

    Veidemanis, Gladys V.

    1986-01-01

    Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

  19. A Defense of Using Pop Media in the Middle-School Classroom.

    Science.gov (United States)

    Witkin, Mitzi

    1994-01-01

    Discusses the ways that middle school English teachers can use popular teen culture within the context of general English instruction. Suggests bringing television, film, comics, advice columns, and teen magazines into the English classroom. (HB)

  20. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

    OpenAIRE

    McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

    2009-01-01

    A prevention trial tested the efficacy of INSIGHTS into Children?s Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher?s Rating Scale of Child?s Actual Competence ...

  1. Factor structure and psychometric properties of english and spanish versions of the edinburgh postnatal depression scale among Hispanic women in a primary care setting.

    Science.gov (United States)

    Hartley, Chelsey M; Barroso, Nicole; Rey, Yasmin; Pettit, Jeremy W; Bagner, Daniel M

    2014-12-01

    Although a number of studies have examined the factor structure of the Edinburgh Postnatal Depression Scale (EPDS) in predominately White or African American samples, no published research has reported on the factor structure among Hispanic women who reside in the United States. The current study examined the factor structure of the EPDS among Hispanic mothers in the United States. Among 220 Hispanic women, drawn from a pediatric primary care setting, with an infant aged 0 to 10 months, 6 structural models guided by the empirical literature were evaluated using confirmatory factor analysis. Results supported a 2-factor model of depression and anxiety as the best fitting model. Multigroup models supported the factorial invariance across women who completed the EDPS in English and Spanish. These findings provide initial support for the 2-factor structure of the EPDS among Hispanic women in the United States. © 2014 Wiley Periodicals, Inc.

  2. Dementia case-finding in hospitals: a qualitative study exploring the views of healthcare professionals in English primary care and secondary care.

    Science.gov (United States)

    Burn, Anne-Marie; Fleming, Jane; Brayne, Carol; Fox, Chris; Bunn, Frances

    2018-03-17

    In 2012-2013, the English National Health Service mandated hospitals to conduct systematic case-finding of people with dementia among older people with unplanned admissions. The method was not defined. The aim of this study was to understand current approaches to dementia case-finding in acute hospitals in England and explore the views of healthcare professionals on perceived benefits and challenges. Qualitative study involving interviews, focus groups and thematic content analysis. Primary care and secondary care across six counties in the East of England. Hospital staff involved in dementia case-finding and primary care staff in the catchment areas of those hospitals. We recruited 23 hospital staff and 36 primary care staff, including 30 general practitioners (GPs). Analysis resulted in three themes: (1) lack of consistent approaches in case-finding processes, (2) barriers between primary care and secondary care which impact on case-finding outcomes and (3) perceptions of rationale, aims and impacts of case-finding. The study shows that there were variations in how well hospitals recorded and reported outcomes to GPs. Barriers between primary care and secondary care, including GPs' lack of access to hospital investigations and lack of clarity about roles and responsibilities, impacted case-finding outcomes. Staff in secondary care were more positive about the initiative than primary care staff, and there were conflicting priorities for primary care and secondary care regarding case-finding. The study suggests a more evidence-based approach was needed to justify approaches to dementia case-finding. Information communicated to primary care from hospitals needs to be comprehensive, appropriate and consistent before GPs can effectively plan further investigation, treatment or care. Follow-up in primary care further requires access to options for postdiagnostic support. There is a need to evaluate the outcomes for patients and the economic impact on health and care

  3. Prospective Freshman English Teachers’ Knowledge of the English Sound System

    OpenAIRE

    TEZEL, Kadir Vefa

    2016-01-01

    Foreign language teachers use the spoken form of the target language when they teach. One of their professional responsibilities while teaching is to form a good model of pronunciation for their students. In Turkey, English is the primary foreign language taught in all educational institutions. Prospective English teachers in the English Teacher Education departments in Faculties of Education are the products of that system, and they come to their universities having been taught English for y...

  4. Disparities in Healthcare Access and Utilization among Children with Autism Spectrum Disorder from Immigrant Non-English Primary Language Households in the United States

    Directory of Open Access Journals (Sweden)

    Sue C. Lin, MS

    2015-09-01

    Full Text Available Background: The prevalence of autism spectrum disorder (ASD in United State (US has surged from 1 in 150 children in 2007 to 1 in 88 children in 2012 with substantial increase in immigrant minority groups including Hispanic and Somali children. Our study objective is to examine the associations between household language among children with ASD and national health quality indicators attainment. Methods: We conducted bivariate and multivariate logistic regression analyses using cross-sectional data from the publicly-available 2009-2010 National Survey of Children with Special Health Care Needs (NS-CSHCN to investigate the association between household language use and quality indicators of medical home, adequate insurance, and early and continuous screening. Results: Approximately, 28% of parents of children with ASD from non-English primary language (NEPL households reported their child having severe ASD as compared with 13% of parents from English primary language (EPL households. Older children were more likely to have care that met the early and continuous screening quality indicator, while lower income children and uninsured children were less likely to have met this indicator. Conclusions and Global Health Implications: Despite the lack of differences in the attainment of quality indicators by household language, the higher severity found in children in NEPL households suggests that they are exceptionally vulnerable. Enhanced early screening and identification for these children and supporting their parents in navigating the complex US health care delivery system would increase their participation in early intervention services. Immigration of children with special health care needs from around the world to the US has been increasing from countries with diverse healthcare systems. Our findings will help to inform policies and interventions to reduce health disparities for children with ASD from immigrant populations. As the prevalence of

  5. Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

    Science.gov (United States)

    Can Daskin, Nilüfer

    2015-01-01

    This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

  6. Primary care contact before and after emergency hospitalisation in children in English NHS hospitals: a linked administrative data study

    Directory of Open Access Journals (Sweden)

    Linda Wijlaars

    2017-04-01

    The majority of children consulted a GP both before and after an ACSC emergency admission. This suggest that the degree to which primary care can prevent ACSCs conditions in children might be less than previously thought. Further research is needed to determine which community or hospital based interventions, if any, can reduce ACSC emergency admissions.

  7. Palliative care among heart failure patients in primary care: a comparison to cancer patients using English family practice data.

    Directory of Open Access Journals (Sweden)

    Amy Gadoud

    Full Text Available Patients with heart failure have a significant symptom burden and other palliative care needs often over a longer period than patients with cancer. It is acknowledged that this need may be unmet but by how much has not been quantified in primary care data at the population level.This was the first use of Clinical Practice Research Datalink, the world's largest primary care database to explore recognition of the need for palliative care. Heart failure and cancer patients who had died in 2009 aged 18 or over and had at least one year of primary care records were identified. A palliative approach to care among patients with heart failure was compared to that among patients with cancer using entry onto a palliative care register as a marker for a palliative approach to care.Among patients with heart failure, 7% (234/3 122 were entered on the palliative care register compared to 48% (3 669/7 608 of cancer patients. Of heart failure patients on the palliative care register, 29% (69/234 were entered onto the register within a week of their death.This confirms that the stark inequity in recognition of palliative care needs for people with heart failure in a large primary care dataset. We recommend a move away from prognosis based criteria for palliative care towards a patient centred approach, with assessment of and attention to palliative needs including advance care planning throughout the disease trajectory.

  8. Should measures of patient experience in primary care be adjusted for case mix? Evidence from the English General Practice Patient Survey.

    Science.gov (United States)

    Paddison, Charlotte; Elliott, Marc; Parker, Richard; Staetsky, Laura; Lyratzopoulos, Georgios; Campbell, John L; Roland, Martin

    2012-08-01

    Uncertainties exist about when and how best to adjust performance measures for case mix. Our aims are to quantify the impact of case-mix adjustment on practice-level scores in a national survey of patient experience, to identify why and when it may be useful to adjust for case mix, and to discuss unresolved policy issues regarding the use of case-mix adjustment in performance measurement in health care. Secondary analysis of the 2009 English General Practice Patient Survey. Responses from 2 163 456 patients registered with 8267 primary care practices. Linear mixed effects models were used with practice included as a random effect and five case-mix variables (gender, age, race/ethnicity, deprivation, and self-reported health) as fixed effects. Primary outcome was the impact of case-mix adjustment on practice-level means (adjusted minus unadjusted) and changes in practice percentile ranks for questions measuring patient experience in three domains of primary care: access; interpersonal care; anticipatory care planning, and overall satisfaction with primary care services. Depending on the survey measure selected, case-mix adjustment changed the rank of between 0.4% and 29.8% of practices by more than 10 percentile points. Adjusting for case-mix resulted in large increases in score for a small number of practices and small decreases in score for a larger number of practices. Practices with younger patients, more ethnic minority patients and patients living in more socio-economically deprived areas were more likely to gain from case-mix adjustment. Age and race/ethnicity were the most influential adjustors. While its effect is modest for most practices, case-mix adjustment corrects significant underestimation of scores for a small proportion of practices serving vulnerable patients and may reduce the risk that providers would 'cream-skim' by not enrolling patients from vulnerable socio-demographic groups.

  9. English made easy

    CERN Document Server

    Crichton, Jonathan

    2013-01-01

    This is a fun and user–friendly way to learn English English Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 1 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the word...

  10. English made easy

    CERN Document Server

    Crichton, Jonathan

    2013-01-01

    This is a fun and user–friendly way to learn EnglishEnglish Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 2 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the words...

  11. English language teaching textbooks content, consumption, production

    CERN Document Server

    Harwood, N

    2013-01-01

    English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process.

  12. My Students Don't Speak English

    Science.gov (United States)

    Williamson, Amy M.

    2012-01-01

    Today's classrooms are increasingly diverse, and some of the students may be learning English at the same time they're trying to learn math, science, and history. Many new teachers are left to decide on their own how best to address the variety of backgrounds, languages, and experiences their students bring to the classroom. For new teachers with…

  13. Students’ Motivation in Speaking English

    Directory of Open Access Journals (Sweden)

    Mas Darul Ihsan

    2016-05-01

    Full Text Available As the English teacher in the classroom, there will be some problems or conditions need to be accomplished. Teacher will see some of the students are very motivated, motivated or even feeling ignored in studying English. The learners who have contacted with English will find that some features are quite easy and extremely difficult. One of the more complicated problems of second or foreign languages learning and  teaching has been to define and apply the construct of motivation in the classroom. Motivation is a concept without physical reality, we cannot see motivation; we see effort, interest, attitude and desire. For speaking, it is important first to give competence and then performance. Competence is more likely to the extent a communicator is motivated to be so. Motivation is the extent to which a communicator is drawn towards or pushed away from communicating competently in a given context then performed. This is a descriptive  quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result.  The date taken from the students of Muhammadiyah 1 Senior High School Gresik in Easy-Speaking course. The researcher wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. The results show that 1 the learners effort in practicing speaking English is 56.1 %. 2 The learners’ interest in practicing speaking English is 49.7 %. 3 The learners’ attitude towards practicing speaking English is 59.9 %. 4 The learners’ desire in practicing speaking English is 71.43 %. Then, some suggestions are made: 1 Using media is very important both to increase the learners’ motivation and to give a big opportunity to learners to explore their idea. 2 Giving more variations techniques in teaching and learning process in order do not monotonous. 3 Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well. 4 Creating

  14. Primary care quality and safety systems in the English National Health Service: a case study of a new type of primary care provider.

    Science.gov (United States)

    Baker, Richard; Willars, Janet; McNicol, Sarah; Dixon-Woods, Mary; McKee, Lorna

    2014-01-01

    Although the predominant model of general practice in the UK National Health Service (NHS) remains the small partnership owned and run by general practitioners (GPs), new types of provider are emerging. We sought to characterize the quality and safety systems and processes used in one large, privately owned company providing primary care through a chain of over 50 general practices in England. Senior staff with responsibility for policy on quality and safety were interviewed. We also undertook ethnographic observation in non-clinical areas and interviews with staff in three practices. A small senior executive team set policy and strategy on quality and safety, including a systematic incident reporting and investigation system and processes for disseminating learning with a strong emphasis on customer focus. Standardization of systems was possible because of the large number of practices. Policies appeared generally well implemented at practice level. However, there was some evidence of high staff turnover, particularly of GPs. This caused problems for continuity of care and challenges in inducting new GPs in the company's systems and procedures. A model of primary care delivery based on a corporate chain may be useful in standardizing policies and procedures, facilitating implementation of systems, and relieving clinical staff of administrative duties. However, the model also poses some risks, including those relating to stability. Provider forms that retain the long term, personal commitment of staff to their practices, such as federations or networks, should also be investigated; they may offer the benefits of a corporate chain combined with the greater continuity and stability of the more traditional general practice.

  15. Assessment of What/For What? Teachers' and Head Teachers' Views on Using Well-Being and Involvement as a Screening Measure for Conducting Baseline Assessment on School Entry in English Primary Schools

    Science.gov (United States)

    Guimaraes, Sofia; Howe, Sally; Clausen, Sigrid Brogaard; Cottle, Michelle

    2016-01-01

    Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed…

  16. The Dinosaur in the Classroom: What We Stand to Lose through Ability-Grouping in the Primary School

    Science.gov (United States)

    Marks, Rachel

    2014-01-01

    Embedding setting (subject-based ability-grouping) into the primary school environment creates structural conflict--physically and culturally--fundamentally changing the nature of primary schools through the imposition of secondary practices and cultures and the loss of pastoral care. This article examines the hidden implications for teachers and…

  17. Aligning English Language Testing with Curriculum

    Science.gov (United States)

    Palacio, Marcela; Gaviria, Sandra; Brown, James Dean

    2016-01-01

    Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an…

  18. How to Teach Aural English More Effectively

    Science.gov (United States)

    Huang, Huan

    2009-01-01

    As a means of communication, listening plays an important role in people's life. In a foreign language classroom, listening comprehension has never drawn the same attention of educators as it now does. So it is a vital importance to teach aural English more effectively. In view of present situation of aural English teaching and wrong ideas about…

  19. Preparedness of Chinese Students for American Culture and Communicating in English

    Science.gov (United States)

    Rawlings, Melody; Sue, Edna

    2013-01-01

    What Chinese students learn about American culture and the English language in the classrooms of China does not adequately prepare them for the reality of American culture and communication in English. In this study, the constructs of American culture and models of English language taught in Chinese classrooms are compared with the reality of…

  20. ICT channels for the advice of teachers in Primary: types of channels and their impact on integration in the classroom

    Directory of Open Access Journals (Sweden)

    Lourdes Visser Ortiz

    2015-05-01

    Full Text Available The main purpose of the study presented in this article is to research where teachers look for information they need, if they search their resources using information and communication technologies (ICT, and the repercussion in their classrooms. This target has been possible selecting different schools in Tenerife. The research has different school’s sizes (big and small and different environments (rural or urban ones. Besides the socioeconomic settings change as well. According to the objectives and with the aim to research for quality information, a report has been made for school staffs. Besides, a not standard interview was taken as resource to go in depth in the CEP’s adviser, directing board and ICT coordinators' opinions from the chosen schools.

  1. Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

    Science.gov (United States)

    McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

    2010-03-01

    A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

  2. China English and ELT for English Majors

    Science.gov (United States)

    Zhang, Mingjuan

    2008-01-01

    This paper is a general study of one of varieties of English--China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form,…

  3. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

    Science.gov (United States)

    Amanatidis, Nikolaos

    2015-01-01

    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  4. Drama and Composition in the Classroom

    Science.gov (United States)

    Urkowitz, Steven

    1978-01-01

    Reports on the success of a remedial English class that read and performed plays by Euripides, William Shakespeare, and Arthur Miller. Describes the practical details of the course's organization and classroom management that other teachers can adapt. (RL)

  5. Web GIS in practice: an interactive geographical interface to English Primary Care Trust performance ratings for 2003 and 2004

    Directory of Open Access Journals (Sweden)

    Kamel Boulos Maged N

    2004-07-01

    Full Text Available Abstract Background On 21 July 2004, the Healthcare Commission http://www.healthcarecommission.org.uk/ released its annual star ratings of the performance of NHS Primary Care Trusts (PCTs in England for the year ending March 2004. The Healthcare Commission started work on 1 April 2004, taking over all the functions of the former Commission for Health Improvement http://www.chi.nhs.uk/, which had released the corresponding PCT ratings for 2002/2003 in July 2003. Results We produced two Web-based interactive maps of PCT star ratings, one for 2003 and the other for 2004 http://healthcybermap.org/PCT/ratings/, with handy functions like map search (by PCT name or part of it. The maps feature a colour-blind friendly quadri-colour scheme to represent PCT star ratings. Clicking a PCT on any of the maps will display the detailed performance report of that PCT for the corresponding year. Conclusion Using our Web-based interactive maps, users can visually appreciate at a glance the distribution of PCT performance across England. They can visually compare the performance of different PCTs in the same year and also between 2003 and 2004 (by switching between the synchronised 'PCT Ratings 2003' and 'PCT Ratings 2004' themes. The performance of many PCTs has improved in 2004, whereas some PCTs achieved lower ratings in 2004 compared to 2003. Web-based interactive geographical interfaces offer an intuitive way of indexing, accessing, mining, and understanding large healthcare information sets describing geographically differentiated phenomena. By acting as an enhanced alternative or supplement to purely textual online interfaces, interactive Web maps can further empower organisations and decision makers.

  6. Science beyond the Classroom Boundaries

    Science.gov (United States)

    Feasey, Rosemary; Bianchi, Lynne

    2011-01-01

    There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

  7. Linking English First Additional Language teaching and learning ...

    African Journals Online (AJOL)

    English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

  8. Different Reasons to Play Games in an English Language Class

    Science.gov (United States)

    Sevy-Biloon, Julia

    2017-01-01

    English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have…

  9. NASA education briefs for the classroom. Metrics in space

    Science.gov (United States)

    The use of metric measurement in space is summarized for classroom use. Advantages of the metric system over the English measurement system are described. Some common metric units are defined, as are special units for astronomical study. International system unit prefixes and a conversion table of metric/English units are presented. Questions and activities for the classroom are recommended.

  10. Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy

    Science.gov (United States)

    Webb-Williams, Jane

    2017-04-01

    Self-efficacy has been shown to influence student engagement, effort and performance as well as course selection and future career choice. Extending our knowledge regarding the development of self-efficacy has important implications for educators and for those concerned about the international uptake of science careers. Previous research has identified four sources that may contribute towards self-efficacy: mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. Very little research has been conducted within the school environment that looks at the formation of these sources and yet early school experiences have been posited to be a key factor in girls' lack of engagement in post compulsory science education. This paper investigates children's self-efficacy beliefs in science and reports on findings from mixed method research conducted with 182 children aged between 10 and 12 years. Classroom data were collected through focus groups, individual interviews and surveys. Findings revealed that although girls and boys held similar levels of academic performance in science, many girls underestimated their capability. The four sources of self-efficacy identified by Bandura (1997) plus self-regulation as an additional source, were evident in the children's descriptions, with boys being more influenced by mastery experience and girls by a combination of vicarious experience and physiological/affective states. Girl's appraisal of information appeared to operate through a heuristic process whereby girls disregarded salient information such as teacher feedback in favour of reliance on social comparison. Contextual factors were identified. Implications for science teachers are discussed.

  11. Radiological English

    Energy Technology Data Exchange (ETDEWEB)

    Ribes, R. [Hospital Reina Sofia, Cordoba (Spain). Servicio de Radiologia; Ros, P.R. [Harvard Medical School, Boston, MA (United States). Div. of Radiology

    2007-07-01

    The book is an introductory book to radiological English on the basis that there are a lot of radiologists, radiology residents, radiology nurses, radiology students, and radiographers worldwide whose English level is indeterminate because their reading skills are much higher than their fluency. It is intended to help those health care professionals who need English for their work but do not speak English on a day-to-day basis. (orig.)

  12. Radiological English

    International Nuclear Information System (INIS)

    Ribes, R.; Ros, P.R.

    2007-01-01

    The book is an introductory book to radiological English on the basis that there are a lot of radiologists, radiology residents, radiology nurses, radiology students, and radiographers worldwide whose English level is indeterminate because their reading skills are much higher than their fluency. It is intended to help those health care professionals who need English for their work but do not speak English on a day-to-day basis. (orig.)

  13. THE POWER OF LITERATURE IN EFL CLASSROOMS

    Directory of Open Access Journals (Sweden)

    Flora Debora Floris

    2004-01-01

    Full Text Available This paper proposes the importance of acknowledging literature as one of the best resources for promoting language learning in EFL (English as a Foreign Language classrooms. It reviews briefly various theoretical issues in teaching English through literature. Highlights are given to the justifications and guidelines for literature in the language classroom. Finally, the article presents examples of practical teaching and learning tasks based on one specific literary text.

  14. Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

    Science.gov (United States)

    Bohn, Mariko T.

    2004-01-01

    This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

  15. Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

    Science.gov (United States)

    Im, Jin-Hyouk; Kim, Jeongyeon

    2015-01-01

    Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a…

  16. The Rhythm's Gonna Get Ya'--Background Music in Primary Classrooms and Its Effect on Behaviour and Attainment

    Science.gov (United States)

    Bloor, Andrew J.

    2009-01-01

    Three classes in different primary schools in a west London borough were given four tests, two with music and two with silence, to see if the music had a measurable effect on the behaviour and attainment of the children during tests. The results were then cross-referenced with the children's self-evaluation of their own musicality to ascertain if…

  17. Chronicling Innovative Learning in Primary Classrooms: Conceptualizing a Theatrical Pedagogy to Successfully Engage Young Children Learning Science

    Science.gov (United States)

    McGregor, Debra

    2014-01-01

    This article reports on an innovative pedagogical approach devised to re-envigorate primary (elementary) teachers' practice in the United Kingdom for older children. Learning science in elementary schools for 8-11 year olds (Key Stage 2 in England) has been constrained for several decades while teachers prepared them for national tests. The recent…

  18. Understanding Nutrition: A Study of Greek Primary School Children Dietary Habits, before and after Classroom Nutrition Intervention

    Science.gov (United States)

    Piperakis, Stylianos M.; Sotiriou, Apostolos; Georgiou, Evanthia; Thanou, Ageliki; Zafiropoulou, Maria

    2004-01-01

    The purpose of this study was first to assess and then to improve the diet of Greek primary school children teaching them healthy dietary habits and instructing them to face critically advertisements and media projected dietary models using a program which included intervention on cognitive, emotional, and social level. The results show that our…

  19. Trends and variation in prescribing of low-priority treatments identified by NHS England: a cross-sectional study and interactive data tool in English primary care.

    Science.gov (United States)

    Walker, Alex J; Curtis, Helen J; Bacon, Seb; Croker, Richard; Goldacre, Ben

    2018-06-01

    Objectives NHS England recently announced a consultation seeking to discourage the use of treatments it considers to be low-value. We set out to produce an interactive data resource to show savings in each NHS general practice and to assess the current use of these treatments, their change in use over time, and the extent and reasons for variation in such prescribing. Design Cross-sectional analysis. Setting English primary care. Participants English general practices. Main outcome measures We determined the cost per 1000 patients for prescribing of each of 18 treatments identified by NHS England for each month from July 2012 to June 2017, and also aggregated over the most recent year to assess total cost and variation among practices. We used mixed effects linear regression to determine factors associated with cost of prescribing. Results Spend on low-value treatments was £153.5 m in the last year, across 5.8 m prescriptions (mean, £26 per prescription). Among individual treatments, liothyronine had the highest prescribing cost at £29.6 m, followed by trimipramine (£20.2 m). Over time, the overall total number of low-value prescriptions decreased, but the cost increased, although this varied greatly between treatments. Three treatment areas increased in cost and two increased in volume, all others reduced in cost and volume. Annual practice level spending varied widely (median, £2262 per thousand patients; interquartile range £1439 to £3298). Proportion of patients over 65 was strongly associated with low-value prescribing, as was Clinical Commissioning Group. Our interactive data tool was deployed to OpenPrescribing.net where monthly updated figures and graphs can be viewed. Conclusions Prescribing of low-value treatments is extensive but varies widely by treatment, geographic area and individual practice. Despite a fall in prescription numbers, the overall cost of prescribing for low-value items has risen. Prescribing behaviour is clustered by

  20. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...