Teachers are cultural informants. The resources teachers use and their interactions with students convey meanings that are both linguistic and cultural. It is important for ESOL teachers to guide ...students toward integrated intercultural/language learning that will carry them through diverse life experiences. This book goes beyond theoretical discussions and provides concrete methods for integrating intercultural communicative competence into the language classroom through its inclusion of practical examples, engaging activities, and real-life case studies. Develop both the consciousness and the practical skills required to navigate the increasingly intercultural English learning classroom. Explore the topics of: (1) Intercultural Communication and Teaching Culturally Diverse Learners; (2) The Role of Intercultural Communicative Competence in Language Teaching and Learning; (3) Teacher as a Cultural Informant and Classroom Strategist; (4) English for Academic Purposes Programs and Cultural Expectations; (5) Employment Preparation Programs and Cultural Integration; and (6) Technology and Computer-Mediated Intercultural Communication. Foreword written by Darla K. Deardorff.
With globalization and the ever-increasing migration of professionals, issues related to learning an additional language and culture in professional contexts are prominent in many contemporary ...societies. Drawing upon data from an extensive research study of internationally educated professionals, this book examines the affordances and constraints to successful professional acculturation, and the relationships between identity, agency, and the acquisition of professional language and culture. The author provides a succinct review of socially informed theories of second language acquisition, and presents a unique analysis of identity and agency that incorporates the work of Erik Erikson and George Herbert Mead with Vygotsky's sociocultural theory and Lave and Wenger's community of practice framework. Given the pervasive problem of the underemployment of internationally educated professionals in many contemporary immigrant-receiving societies, this book makes a timely contribution that not only advances scholarship but also has important practical and policy implications.
The Impact of Phonetic Cues in Connected Speech Al -Zubaidi, Assist. Instructor - Rasha Tareq Awad; Ameer Yousif, Instructor: Sinan
al-Ustādh,
12/2020, Volume:
59, Issue:
4
Journal Article
Peer reviewed
Open access
تناولت الدراسة مصطلح (Juncture) التوقفات اللفظية من الناحية النظرية والعملية وتوافقاً مع ذلك تتطلب دراسة أي لغة أجنبية اكتساب مهارة تمييز الأصوات. تعنى الدراسة باستقصاء مهارة طلبة الجامعة من متعلمي ...اللغة الإنكليزية بوصفها لغة أجنبية في تمييز وإنتاج التوقفات الصوتية المتشابهة لفظياً خلال السياق الكلامي. تم تصميم اختبار بناء على الإطار النظري للدراسة لقياس القدرة التمييزية والإنتاجية لتحديد مجالات الصعوبة في تمييز الفواصل بين الكلمات المتشابه. تكونت عينة الاختبار من (٦٠) طالب وطالبة من قسم اللغة الإنكليزية الدراسة الصباحية في كلية الآداب الجامعة المستنصرية. وبناءً على التحليل اللغوي والإحصائي تم التوصل للنتائج الأتية: - 1) تميز متعلمو اللغة الإنكليزية بوصفها لغة أجنبية في الجامعات العراقية بضعفهم في إنتاج وتمييز الفواصل (التوقفات) اللفظية بدون استخدام الدلائل الصوتية التي تمكنهم من التمييز على المقطع الكلامي. 2) توجد اختلافات ذات دلائل إحصائية بين الطلبة في تمييز وإنتاج التوقفات الصوتية. أن غالبية الأخطاء تنسب سياق طريقة التعلم، وأثر اللغة الأم (العربية) ونظامها الصوتي في تمييز الفواصل الصوتية اللفظية بين الكلمات الإنكليزية. وأخيرا اختتمت الدراسة ببعض التوصيات التعليمية لتدريس الإنكليزية بوصفها لغة أجنبية.
Lesson planning and implementation of those plans are complex and cognitively demanding for English Language Teacher trainees preparing for the profession. Many find it difficult to develop a lesson ...holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. We attempted to address this problem by establishing a model of trainees’ action that included their deliberate metacognitive structuring of a lesson both in planning and review phases. Data from a first exploration of student thinking elicited by the model indicate positive shifts in trainees’ holistic thinking and a student-centeredness in the critical perspectives they took in both planning and review.
Art has always been an effective tool for teaching and learning among various classes of people. When combined with reading, writing, speaking and listening, art can open doors for high levels of ...analysis and also challenge students to explore themselves and their surroundings and thus find avenues for sophisticated comprehension and communication. Familiarizing learners with arts is an enjoyable part of authentic learning; the heart and soul that complement mind and body, a powerful integrative force that teaches the whole child social, creative, emotional, intellectual, and physical” (Le Francois, Psychology for Teaching, pg. 499). Moreover, art has a profound ability and also an invaluable tool for teachers at all levels to enhance instruction for English
Chinese EFL learners may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. With the ...aim to enhance those learners' oral proficiency, this paper first discusses three effective models of teaching English speaking, and then proposes a four-step pedagogical method in which activities are carried out through four stages: Pre-speaking, while-speaking, post-speaking and extension practice.
An ongoing challenge facing educators is the rising need to best accommodate English language learners in today’s classrooms. As the ELL population continues to significantly increase, there is also ...a demand for quality teacher preparation aligned with this work, as well. This growth requires a concrete understanding of the research surrounding the acquisition of English as a second language, but even more so, the instructional tools necessary for improving the academic development of ELLs. This book is written by former teachers for current teachers. The authors combined have over 60 years in the field working as teachers, specialists, consultants, and university professors. They share a dedication for improving learning for all students, as well as a vision for providing ongoing opportunities for learning for their teacher peers. With this in mind, the structure and style of the writing is geared toward readers who are tirelessly working professionals trying to quickly and adequately gather effective strategies to meet the needs of English language learners. The authors are each trained reading specialists and have constructed the text to allow for this simplified navigation and acquisition of content for the teacher-on-the-go.
This paper reports a mixed methods study which aimed to improve Turkish pre-service English language teachers' competences and qualifications during their teaching practice experience (the ...practicum). The analysis of qualitative and quantitative data was framed by a sociocultural perspective focused around individual, cultural, and social factors in pre-service teacher (PST) education. Findings indicate that PSTs improved their competences with regard to their professional knowledge and understanding of the cultural, socioeconomic, and educational factors at a national level; practices particularly in teaching English to young learners; and attitudes toward their profession. The paper discusses some advantages of the qualitative data tools used and provides implications for facilitating reflective PST education during the teaching practicum.
The Role of legal English in Kazakhstan Anash Ramazanova; Bektursyn Kaliev; Zhanar Ramazanova
European researcher,
01/2013, Volume:
42, Issue:
2-3
Journal Article
Peer reviewed
Open access
The present paper is devoted to describe the features and objectives of teaching English to law students in Kazakhstan, to report the results of recent research in the given field and challenging the ...educators, teachers and researchers for further studies in the field of legal English. In Kazakhstan the educational institutions require all students and graduates to master at least one foreign language. English as a foreign language is being taught from the primary school.Teaching English in higher schools is different from teaching English in secondary schools. And in this case the teachers are asked to take an appropriate approach to meet and satisfy the learners’ needs. Since we focus on the law students of higher schools this approach is called as teaching English for legal purposes.Why do law students need English for legal purposes? This question is the matter of this paper
An important aspect of learning a foreign language is encountering the sociocultural orientations associated with it. The present qualitative study focuses on an Iranian setting of English language ...teaching (ELT) to explore the potential reflection and reproduction of certain cultural attitudes and lifestyles in this context. A total of 200 hours of 10 ELT classes with 62 students were observed and/or recorded in 4 months, and 20 teachers and students were interviewed. Based on a grounded theory approach, the bodies of data were explored through coding procedures and the emerging thematic structure was used to illustrate aspects of the possible reproduction of lifestyles. The context of concern appeared to provide a potential arena of naturalising aspects of imported lifestyles associated with the foreign language. Although students show various extents of adherence to their own culture, prolonged involvement in ELT discursive practices may contribute to the subtle alteration of their lifestyle orientations.
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