Abstract This paper discusses four aspects of a professional portoflio addressing languageartsteaching: promoting interest in a book, a double-entry journal, evaluation of student writing, and selecting professional resources. The paper also refers to a proposed five-year plan towards professional development so that languagearts become more familiar and includes questions the author believes are important regarding future teaching practice, particularly in the preparation of classes.
Table of Contents:
Introduction
Four Aspects of a Professional Portfolio
Module I - Promoting Interest in a Book
Module II - A Double-Entry Journal
Module III - Evaluation of Student Writing
Module IV - Selecting Professional Resources
Three Big Ideas for the Future
I - Assessing Students
II - Promoting Listening Skills
III - Writing Strategies
Five-Year Development Plan
Questions to Ask Myself
From the Paper "The student should feel that he or she can err on the side of English using words of one syllable, as long as the meaning is cogent, as opposed to feeling that he or she must use the latest phrase or terminology learned. There needs to be reinforcement, too, of the world as often without 'Spell check' and towards appreciation for what a person knows how to write by hand, spotting errors in time, or what might be expressed differently to better effect. Students learn that there is more to writing than word processing, in effect, as it is an intensely creative activity."
Abstract This paper owes to different formal and individual explorations of languagearts approaches and methods including work towards a languagearts 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 languagearts 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 languagearts 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 explains that languagearts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the languagearts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because languagearts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and LanguageArts The Impact of Technology on Education
Obstacles to Using Technology
Technology and LanguageArts Conclusion
From the Paper "The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
This paper examines two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for TeachingLanguageArts to Gifted Students" by Joan Franklin Smutny.
Abstract The paper addresses the topic of giftedness by referring to two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for TeachingLanguageArts to Gifted Students" by Joan Franklin Smutny. The paper summarizes both articles and provides a quotation from them. The paper also highlights the most salient point of the articles and relates the author's personal reflections on both articles.
From the Paper "Gifted children are often talked about in educational circles - but how do we actually define gifted children? The article "Giftedness and the gifted: What's it all about?" offers a range of answers to that question. While the sheer breadth of the range may initially seem a little daunting, it is possible to discern sufficient commonalities that the varying definitions seem to hang together, casting light one upon the other. In addition, the checklist of general characteristics offers a quick reference for the busy teacher to identify gifted children in the classroom. This is a pragmatic article and a pragmatic approach, recommending for example that teachers do not become bogged down in the concept of intelligence. Finally, there is a useful section on the use of words that are sometimes associated with giftedness. This article shows that some of these are useful, and some are not. All in all, this is a useful article for both teachers and parents."
Abstract This paper discusses the general problem of decreased achievement among high school students in languagearts and mathematics. It looks at the significance and impact of the problem, the interests of high school students and presents a research design to investigate the problem.
From the Paper "The general problem is that high school students demonstrate decreased achievement levels in mathematics and language arts literacy compared to middle school levels..."
Tags: high school student languagearts, mathematics
Abstract The paper explains that the teaching of languagearts requires that teachers develop activities that will encourage their students to enjoy reading and writing. The paper explores the trend of using concept mapping to teachlanguagearts to students. The paper examines examples and published literature about the use of concept mapping and concludes that it is a valid and useful tool for teachinglanguagearts to students.
From the Paper "Getting students interested in reading has been something that challenged teachers since the first classroom was constructed. Some students love to read, and would do so whether or not they were assigned books and stories, while other students avoid reading at all costs(Kahn, 2000). The teaching of Language Arts requires that teachers develop activities that will encourage their students to enjoy reading and writing. For the past several decades various measures have been tried to get students involved in Language Arts, including whole language learning, Back to Basics programs and phonics. In recent years however, the idea of using concept mapping in the Language Arts curriculum has begun to gain popularity and is enjoying moderate success."
Abstract The paper provides a summary of Dorr's article; "Something Old is New Again," and offers a strong commendation of the article. Specifically, the author of this paper finds Dorr's article to be lucid, detailed, well-thought-out, judicious in its use of illustrations and clearly aimed at serving as a practical model for teachers. The writer shows how Dorr uses a wide range of scholarly materials to bolster her contention that the language experience approach (LEA) is a premier means of teachinglanguage comprehension.
From the Paper "Roberta Dorr's article, "Something old is new again," is an excellent introduction to the complicated matter of teaching children how to read with comprehension and insight. The author insists that her avowed aim is to reinforce the old idea, first articulated by Vygotsky, that cognitive development in children is facilitated when abstract concepts introduced in the classroom setting are linked to the child's experiences in everyday life. To put the matter another way, a skilled teacher will access the knowledge children already possess and use this prior knowledge to render comprehensible that which is being read or taught to them. Dorr's article illustrates how this approach can be put into successful practice through a modified Language Experience Approach (LEA) wherein the literacy experience is placed at the end of lessons rather than at the beginning."
Abstract This paper discusses the teaching of humanities and, more specifically languagearts and the trend among some colleges and universities recently to cut back or eliminate their humanities major and courses. The paper discusses the history of the study of humanities from as far back as the Middle Ages. The paper then analyzes the three primary models that have been used for languagearts instruction in Western learning.
From the Paper "Jim Burke, whose approach on writing is used religiously by teachers, notes how teachers serve as role models for student reflection on literature. Teachers can demonstrate the ways in which they, as readers, work their way through particular texts, and give students identifiable ways of approaching texts generally. It is this need for models, instead of any inability on student's part of students that may cause reading problems, especially in relatively difficult texts. He states, "I occasionally hear teachers complain that students can't read a certain text....however, we forget that this text is different, more challenging than others they have read" (44). While this may seem readily apparent to educators, Burke suggests that this task is framed not only by the expectations of what students "ought" to learn as required by state and national standards, but also by the teacher's own understanding of the students' location on a "Continuum of Complexity"--"from simple understanding to confident interpretation of multiple texts" (43-44). He emphasizes that all levels of students can be helped to understand difficult texts, but only if "we . . . scaffold and sequence their reading so that we develop their ability to successfully read a series of increasingly challenging stories" (43)."
This paper discusses how computer-assisted instruction can aid in the teaching of languagearts, focusing on the writer's personal experience with Skills Bank software.
Abstract This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and looks at how it serves to boost student self-confidence, enhance computer literacy, strengthen languagearts skills, and does so without sacrificing high scholastic standards. Finally, the writer maintains that the software is excellent because it is also receptive to the needs of ESL students.
From the Paper "Drawing upon my own knowledge of the software, I can state that the Skills Bank program allows for pre-test and post-test evaluations of students, provides numerous instructional and assignment options for both teachers (in the first instance) and students (in the second instance) and has the ability to produce comprehensive reports for teachers, students, and for school administrators. Not to be overlooked, the program interface is easy to use and students can usually utilize its various components without requiring the assistance of an instructor. In a related vein, the easy navigability of the program allows students to explore for themselves - something I have found to be a wonderful way of increasing their self-esteem. As an addendum, students learn to use the latest technology (and arguably the most important technology in our modern world) in a safe and supportive environment whenever they use Skills Bank software. "
Abstract This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative languageteaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative languageteaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.
Table of Contents
Communicative Competence
Communicative LanguageTeaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative LanguageTeaching Implementation of CLT in ESL and EFL Countries
From the Paper "Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."
Abstract This paper shows how art is an important part of education that is dying in many public schools. The writer examines how budget cuts often shift priorities to basic subjects leaving children without a formal art education. The paper states that art is a valuable tool that teaches children to communicate and also augments the learning process in subjects such as mathematics and language. Many studies have found that when children are exposed to art, it has valuable effects on their learning process.
From the Paper "When implemented in public schools, art helps raise self-confidence while creating problem solving skills and communication. Unlike math and reading, when children create art they are always successful because there is no right or wrong in art. This gives a child a sense of achievement and success, raising their academic self-confidence. Art also helps children figure out how they want to express themselves, thus building problem-solving skills. Art focuses on making your internal thoughts external images or sounds creating a superior way for children to learn to communicate effectively. When you take all of these factors and apply them to a child's education the result is obvious. Studies show that the cognitive skills and spatial reasoning that art offers are essential for math. The communication of art often helps children become more successful in language classes. When a student becomes involved in an art program, the drop out rate dramatically decreases. Art is an exciting and fun way for students to feel more successful in school."
Abstract The foreign language requirement has long been a component of formal education. The paper shows that several different methods exist for teaching foreign languages, including submersion and various levels of immersion teaching. In addition, foreign languageteaching can be either language-driven or content-driven. This paper compares and contrasts the different methods of teaching foreign languages through immersion and submersion.
From the Paper "The language programs of the United States are based on Canadian French-language programs developed in the 1960's (Fortune and Tedick par. 3). Immersion, when used in teaching foreign languages, is the process of teaching the student using the language being taught for all or most of the school day."
Abstract This paper looks at how there is no best way to teachlanguage and how many methods have been adapted and modified throughout the years to find what style best accommodates the need of the learner. It shows that when teachinglanguage, it is imperative that the teacher provides a safe and comfortable learning environment and treats language learning as a social process where comprehensible input is a must when expecting comprehensible output from the students. It explores three methods used to teachlanguage acquisition, the natural approach, communicative languageteaching and grammar translation. It outlines each method and includes a discussion of the various techniques utilized for that method. It will also compares while contrasting the three methods and focuses on the various needs of the student.
From the Paper "The linguistic part of human communication is only a part of the total picture that humans use to relay messages to each other. ?At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible" (Rodgers, 2001). Even with all of the body language that is involved with communication, language teaching has chosen to restrict its attention to the linguistic element of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, which includes rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging. When using the Communicative Language method, the teacher's role is to act as a needs analyst and task designer while the learner is in the roles of improviser and negotiator."
Abstract This paper discusses the fact that there are many theories on the topic of teaching as art or science. The paper examines and supports certain theories through describing the educator's role in teaching as an art or science, the interpretation of pedagogy and andragogy and the learning styles of students.
Outline
Introduction
Teaching as an Art or Science
Pedagogy vs. Andragogy
The Instructional or Learning Theory
Conclusion
From the Paper "The concept of understanding any subject usually begins with objective or subjective information. Consequently the topic of the art and science of teaching is a combination of the two. Aside from theories art has many diverse definitions that include "a system of principles and methods employed in performance of a set of activities" and "a trade or craft that applies such a system of principles and methods" (internet source, 2005). Furthermore, Science is primarily defined as "methodological activity, discipline or study" as well as "knowledge, especially that gained through experience" (internet source, 2005). How do these definitions relate to the efforts of educational instruction?"
Abstract This paper reviews the different teaching methods and strategies for increasing young children's language skills. Of all the various teaching options available, this paper focuses on two particular methods: the Mand-Model Procedure and the delayed language programs.
From the Paper "There are several ways that language can be increased in young children, using particular teaching strategies. Some of these are as follows. Diagnostic-prescriptive approaches, including the process or ability model and the task analysis model; performance-oriented approaches, including imitating and modeling of correct communication behaviours; interpersonal-interactive approaches; syntax-based programs, including the Language Assessment, Remediation and Screening Procedures (LARSP), the Fokes Sentence Builder and the Sound Order Sense (SOS); delayed language programs; and the Mand-Model Procedure. (Winzer, 1999) "
