Abstract The paper discusses how integrating different language teaching methods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different language teaching methods and determines which are most appropriate for such a language teaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.
Outline:
Total Physical Response
The Grammar Translation Method
The Audio Lingual Method
The Communicative Approach
The Functional Notional Method
The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method
Conclusion
From the Paper "Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."
Abstract This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.
From the Paper " Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."
Abstract This paper defines literacy according to reviews of current literature. It shows how over time any definition of literacy must be dynamic, adaptable and comprehensive in order to be useful. It discusses the importance of understanding modern definitions of literacy in order to gain a deeper understanding of language and its role in a social context.
From the Paper "In the end, finding one's way around competing definitions of literacy is no easy job. Without question, literacy is a function of social demands and requirements that will inevitably change over time and across different cultural contexts. The result is that any working definition of literacy must take into account not only the functional aspects of language, reading, writing, and speaking, but also the social context within which that definition was created. The most useful approach to devising a definition of literacy is to allow for a continuum of literacies that can account for the various ways in which individuals use their own levels of literacy throughout their lives and in different social domains and contexts. Any other definition will be uselessly simplistic and difficult to employ in a critical or educational setting."
Abstract In this article, the writer studies the works of author Ross King. The writer notes that King is the author of the book 'Michelangelo and the Pope's Ceiling' and discusses the author rather than providing a book review. The writer looks at writing rules and style as they relate to King's writing. The writer points out that the topics King covers are interesting, his research comprehensive, and his writing flawless. Further, the writer notes that King is truly an excellent example of something of a popular historian, where art history becomes more interesting and where traditional ideas are challenged. The writer concludes that coupled with his knack as a historian for uncovering the truth and a unique perspective on history, King is a successful historical writer and will surely continue to be into the future.
From the Paper "There is no doubt that Ross King is an excellent writer. With a PHD in English Literature, he has studied the classics. And in writing about history he has taken his ability to a genre which is often overwhelmed with dry, lengthy discourse. But Ross is not so verbose, and carefully chooses his words and the anecdotes he adds. Michelangelo and the Pope's Ceiling was a best-seller, which his evidence of his popularity as a writer. The narrative of King's work weaves through various accounts which are like fiction but are really non-fiction. His writing style is simple and does not interfere with his historical portray. Often, clarity is preferred to language that can cloud the meaning to the words and the meaning of the text. Ross King's writing is historical narrative at its best."
Abstract This paper examines the evidence supporting the use of arts to teach English language learners (ELL). It discusses the use of arts as a creative and effective way to reach all students in the mainstream classes, but especially English language Learners. The paper begins by explaining the art-based style of language learning. It then develops a proposal for the study of this learning style.
Table of Contents:
Goal and Purpose
Review of Literature
Impetus
Procedure
Data Analysis
From the Paper "As a response to Gardener's theories of multiple intelligence many educators now believe through observation and research that the arts are an avenue that can precipitate learning in a diverse enough way to reach all types of learning styles and students coming from diverse backgrounds, with diverse intelligences. With the growing diversity in the California schools and the stress to create inclusive or mainstreamed classrooms the need to address this issue will become increasingly important, and answering that question with a multifaceted arts driven curriculum may enhance the skills of all learners."
Abstract The paper defines the concept of rhetoric as a strategy through which exploration of concepts can be achieved. The paper explores classic and modern rhetoric in order to achieve an understanding of rhetoric and its purpose. The paper outlines the transformations in the perception and use of rhetoric and shows how this tool of communication now helps to expand thought instead of being used specifically to convince others.
Outline:
Introduction
Classic Rhetoric
The Emergence of Modern Rhetoric
Conclusion
From the Paper "The emergence of rhetoric within ancient Greece came to pass after the popularization of sophist inquiry. Sophism as a debate tool enabled the speaker to argue any given point regardless of its factual accuracy, a process that empowered those engaged in the dialogue to explore all possible tangents leading from a core concept. Yet while sophism was powerful as a means of expanding the limits of thought, it was not appropriate as a means of identifying core truths within a debate. Following the works of Plato in which truth and internal integrity were championed as fundamentals of existence, sophism was not a sustainable concept."
Abstract In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper "Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
Abstract This paper deals with the importance of language in the formation and establishment of a gay identity. It first follows Foucault's argument (language is a place of power where social norms are constructed) and then tries to identify how language can be subverted so that gays can reassess their own sense of identity.
From the Paper "So as to fully comprehend how a 'same-sex attracted' person can establish his/her own identity as s/he feels and senses it, we first need to see how language works, especially for those who do not seem to belong to the 'mainstream'. Indeed, what are at work within language are relations of power. What can thus be witnessed is the cultural, social and linguistic domination of one group over another. It seems that, from the beginning of humanity, men are the ones who dominate and it has been proven by feminists that women have been maintained under a linguistic yoke, among others. Suffice to think of the host of derogatory terms that can be used against women. And if we turn to 'homosexuals', we note the same phenomenon. An identity, i.e. a category, is created as less powerful - through the use of language as a system of representation - for heterosexual (men) to maintain their position of power. "
Tags: discrimination, oppression, Foucault, social, construction
Abstract The paper first tries to define slang and looks at its different characteristics such as level of informality. It discusses how it cannot be equated with words such as jargon and lingo. It also gives examples of certain types of slang such as French verlan and Cockney rhyming slang.
From the Paper "Nevertheless, the most prominent characteristic of slang seems to be its level of informality. This is actually the first connotation borne by the noun itself. I remember when I bought my very first English slang dictionary. The cover was depicting the 'ghetto' as it were, with a wall daubed with graffiti. The power of the image is such that it forces meaning - subjective connotations in fact - on you, thus depicting slang as the language of the street and making it an urban phenomenon, typical of 'bad' areas. But then, don't they use slang words in the countryside? Slang is actually a style category within the language, occupying an extreme position on the spectrum of formality: it is made up of highly informal words that constitute a deviation from standard language. As mentioned above, it seems to defy established forms and constituted authorities. "
Abstract In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper "Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
Abstract In this article the writer notes that speech as a phenomenon is only characteristic of humans. The introduction of speech and language is an event that cannot be compared to anything in human history. The writer points out that speech and language opened the door for easy and clear communication, thus enabling the distribution of knowledge, feelings and experiences among individual humans. The writer discusses that language plays an important role not only on the broad level of human race as a whole, but also on the level of every individual in the human race. It is not a static phenomenon. The writer notes that language changes within societies we live in but also the individuals within the societies change the language as they move from one environment to another and as they gather new experiences and knowledge. The writer concludes that language is not only a medium of communication. It also has deep significance for the cultural and social identity of an individual.
From the Paper "The foundation of language and speech is of course in our physiological ability to express ourselves vocally. However, even though every one of us has this ability, we cannot start expressing ourselves verbally using spoken language from the moment we are born. We rather learn to speak, we learn to use the language in everyday life much like the humans did at some point in history. However, today we learn to speak with the help of our closest environment which is most often family. The first words or "vocal signs" we learn to use are often tied to the need for sharing our desires in the way most part of environment can understand and interpret. Simply by replacing mute, gesticulate "signs" of pointing, making faces or dancing, or "signs" of crying and grunting; with the "verbal sign" "angry" humans manage to establish contact with their broader environment."
This paper contrasts the definition of the grammatical term 'split infinitive' as presented in "Webster's Dictionary of English Usage", "The Guide to Canadian Language Usage" and "A Dictionary of Modern English Usage".
Abstract This paper explains that, by analyzing the similar and contrasting definitions of the use of the split infinitive, the reader can realize how different guides use different objectives to impart a meaning to various grammatical terms. The author points out that, in discussing the split infinitive, the "Webster Guide" makes a faulty assumption that popular literature and various theorists have defined the syntactical usage with a far wider meaning. The paper concludes that the definitions of the split infinitive as a misnomer appear logically and grammatically adequate in the "Webster Guide"; while the "Canadian Guide" provides a more detailed explanation of usage within certain styles of speech and writing. The paper includes several quotations.
From the Paper "In this manner, the term is being nullified since it does not really represent a technical "splitting" of the infinitive within a technical usage format. The appurtenant aspect of the infinitive provides a grammatical explanation of why the "Webster Guide" does not agree that the term is valid in language other than slang. However, the "Guide to Canadian English Usage" tends to propose that, although a split infinitive may not be a correct form of writing, it can still be seen as a definitive explanation for syntactical alignment of these words within a social and standardized written context:"
Abstract The paper refers to a 10 year-old Grade V student, "Kalum", who understands considerable English with good verbal expression but experiences much difficulty in mastering reading. The paper explores nonverbal learning disabilities and the challenges it presents to the teacher. The paper discusses research that shows how many teachers fail to note learning disabilities in students who study in a non-first language. The paper also shows the ease with which learning disabilities and other conditions affecting children can be misdiagnosed. The paper concludes that as long as the student's confidence and motivation can be ensured, NLD does not seem such a grave diagnosis, presenting more of a test of the teacher's dedication than an indication of a student's educational future.
Outline:
Exploring Nonverbal Learning Disabilities
Helpful Research on Young ESL and Immigrant Students
Culminating Activities
Determining a Student Biography
Adjusting Reading Exercises and Classroom Skills
Behavioral Cues
Elaboration - Sharing with Professionals
Observations and Further Questions
Self Reflection
Sharing with Experienced Language Teachers
Concluding Remarks
From the Paper "Students with NLD often show high verbal skills, have little difficulty with spelling but are weak in reading comprehension. They often have short concentration spans and struggle with the visual aspect of reading. NLD is associated with malfunction of the brain's right hemisphere as can also mean difficulties in mathematics, organizing and planning tasks, and spatial and motor abilities. NLD students often present anxiety, their way of socializing can be abrupt, or they stand to close to others. Combined with verbal ability and frequent outspokenness, NLD students are apt to be misdiagnosed with Asperger's Syndrome or ADHD, or dyslexia, on account of often impaired word recognition and weak handwriting. For over 30 years, research on NLD has helped teachers, psychologists and parents to fathom a range of often small symptoms that can usually be counteracted. The challenge for the teacher is one of instilling helpful habits, often through much repetition and correction, while maintaining the student's self-confidence. (Rourke:1995:13-16, Elkind:1973, Krippner & Herald:1964) This non-alarmist approach was also stressed by Goldstein on compensatory ways of coping with NLD while providing early literacy skills, and in the Canadian as opposed to American context. (2000)"
Abstract This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper "Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
Abstract This paper examines Marcel Danesi's "Adesso! A Functional Introduction to Italian, Second Edition" in light of current theories in second language acquisition (SLA). The paper also analyzes how the text would function in a general classroom context. The paper relates that if "Adesso!" is evaluated in terms of meeting its stated objectives and in terms of the current theoretical models regarding SLA, then it clearly passes evaluation as a useful classroom textbook. The paper concludes that it can be highly recommended as a textbook for teaching Italian.
Outline:
Introduction
Organization Based on Interesting Topics and Cultural Contexts
Provide Activities for Students to Talk in Open-Ended Exercises
Inputs, Strategies and Tasks
Grammar and Vocabulary
The Question of Culture
Comparison of English and Italian Languages and Cultures
Opportunities for Further Exploration and Assessment
Cumulative Evaluation and Recommendation
From the Paper "The organization of chapters and themes around their frequency of usage in everyday Italian speech is, admittedly, a rather arbitrary way of designing a text. After all, it is unclear how Danesi has determined what situations will be most frequent or functional. This being said, the range of everyday situations explored in the text is diverse and there is a level of progression through the text with succeeding chapters building upon, and referencing, previous ones."
"The text does contain some dialogues that allow students to converse with each other. These are sometimes open-ended, comprising of "interviews" in which one student may ask another student questions with no fixed answers (Danesi 82)."
