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The justification of mainstreaming tens of thousands of English language learners in regular content classes year after year in states such as Florida, rests on the premise that states and school districts adequately train teachers to work with these children. While this practice has become more and more widespread, there is little to no research that exists which can analyze the overall efficacy of these programs. This study attempts to determine if these programs are serving both the teachers and the children they teach in any meaningful way. With so much riding on the success of educating our growing population of English language learners in this country, we can no longer afford to treat this critical subject as something other than a national priority.
Jiang Liping HSK Standard Course 4A. Teacher`s book / Стандартный курс подготовки к HSK. Уровень 4А. Книга для учителя
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of «combining testing and teaching, and promoting learning and teaching by testing». It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners. The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher›s book in each volume, there will be altogether 27 books. This is Teacher's Book 4A, with altogether 10 lessons. Each lesson includes a specification of the instructional contents and objectives, an elaboration of teaching steps, and the listening scripts and reference answers for the Workbook as well. It provides teachers with all-round guidance and effective support in regard to how to use the textbook and workbook of the corresponding level.
This book focuses on the professional identity of English teachers and their thoughts revolving around their own bilingualism. I thematised the nine recorded interviews and regrouped topics on adult bilingualism and English teacher identity. I used narrativity as a framework to analyse the contribution of stories as building tools for both professional and linguistic identity. The study shows that both bilingual and professional identities are dynamic phenomena assuming and discarding elements throughout a teacher’s life. Typically, the teachers simultaneously did and did not perceive themselves as bilinguals, even if they used the language daily in a variety of registers. Thus, most of the interviewed teachers revealed to perceive their bilingual identity as a paradox; furthermore, they had multiple views and layperson’s definitions for ‘a bilingual’.
Educational Management is a huge subject with many critical aspects related to Management theories; different approach, and communication, Different types of Management models etc. which make the subject complicated and difficult to comprehend. The concept of Educational Management has been enlarged in modern times. The teacher needs to get an understanding of Educational Management that she/he can use in her/his daily work. Teacher is to teach the student as a whole person and it is here that teacher will find the study of Educational Management as one of vital significance. Teacher will find it helpful at every bedside. If teacher takes seriously their responsibilities even as a public worker, teacher will find their knowledge of Educational Management constantly in use. Again every teacher in whatever fields of work the work must be to teach without the practical knowledge of the Educational Management. The teacher can also apply this knowledge in their own learning and make themselves a more efficient person in every field because teacher knows how to cut out the loss of effort and time, which results from bad study habits.I hope this book is useful for Educational Manager.
This book investigated the effect of teacher codeswitching on second language vocabulary acquisition when learners are presented with listening materials and encouraged to interact with the teacher and negotiate meaning of the listening materials and new vocabulary without disrupting the communicative orientation of the lessons. One hundred and seventeen first-year English-majors in a Chinese university were randomly assigned into three groups: the codeswitching group, in which codeswitching was used by the teacher to explain English vocabulary, that is, the teacher provided Chinese equivalents for the English target words; the non-codeswitching group, which received lessons without the teacher''s switching to Chinese, in other words, the teacher provided English information for the English target words; and a control group. Results show that it is in fact beneficial to focus on form on lexical items in a communicative language classroom. The students'' vocabulary learning was better facilitated by the teacher''s use of codeswitching for short term learning. However, this advantage disappeared when long term learning was considered.
When developing tools for evaluation of teacher education programs, it is crucial to know what the adequate dimensions the evaluation instruments should cover are. In other words: How we can describe a competent teacher? In the literature we can find numerous attempts to describe what competences teacher education programs should produce. Teacher competence is defined as the ability of a teacher to deal adequately with the demands of the teaching profession using an integrated set of knowledge, skills and attitudes as manifested in both the performance of the teacher and reflection on his or her performance, In other words, professional competences are the systems of knowledge, skills, abilities and motivational disposition which provide the effective realization of the professional teaching activities.
Necessity of learning English to young learners is what we will focus on in the book. We realize that teaching young learners is on one hand very responsible and uneasy task, but on the other hand, it is also a very enjoyable and rewarding job for teachers. And, it is mainly a teacher who makes learning process interesting for learners and also contributes to the development of their personal and character qualities. But, before we start to teach such learners, we need to be aware of certain learners? needs, abilities and characteristics typical for specific age. This knowledge is important to achieve successful mastering of English language.
Helbling Readers is great new series of beautifully illustrated graded stories specially devised for teenagers. The series is published in two categories, Helbling Readers Red Series and Helbling Readers Blue Series, each one addressing different age groups, language levels and interests. Helbling Readers Red Series is aimed at young teenagers. It includes a selection of adapted classics and original fiction to get your students reading for pleasure right from beginner level. Helbling Readers Blue Series is designed for teenagers and young adults. Readers chose from sensitively adapted teen-relevant classics and a gripping selection of original fiction. Helbling Readers have a wide variety of Before and After Reading activities to help and develop understanding, as well as background information, fact files and lots of pointers for project and culture work. The stories are carefully graded in five levels according to internationally recognised standards and include preparation for the Cambridge ESOL and Trinity exams.
Teacher's Book. Книга для учителя: Introduction to the Teacher, Key, Tests, Key to tests, Suggested Marking Scheme.
This book is based on the observed relationship between science teacher assessment tools and students cognitive development in secondary schools. Four research questions were raised and answered with a hypothesis tested. The population for the study included 130 science teachers, from 20 randomly selected mixed sampled schools. The research questions were analyzed using simple percentages while the hypothesis was tested with the use of Chi-square, at 0.05 significance level. The result of the study showed that the level of question asked during assessment play a significant role in assessing student performance, when high level questions are used in preparing examination questions, the students cognitive development can be ascertained
This work which is in the form of a book is an investigation carried out by the author attempted in order to explore the concept of emotional intelligence and teacher effectiveness. In recent years Emotional Intelligence and teacher effectiveness has been a topic of argument in the field of education. This study aimed to find the relationship between Emotional Intelligence and teacher effectiveness towards primary school teachers. Emotional intelligence is an important element in enhancing individual?s ability and skills in communication and interpersonal relations. The tools and strategies help teachers for teaching content at various stages from primary, secondary & higher secondary level. The results showed that both emotional intelligence and teacher effectiveness of primary school teachers have average level. The results showed that there was no significant relationship between Emotional Intelligence and teacher effectiveness of primary school teachers. The influence of demographic variables on emotional intelligence and teacher effectiveness is also explored. This kind of study becomes essential because very less work has taken place on teacher effectiveness.
In this study, a young learner (YL) English Teacher Profile from students’ and teachers’ perspectives was investigated. Considering the qualities of foreign languageteachers as well as the characteristics of young learners (YLs) of English, this study aimed to find out students’ and teachers’ perceptions of a YL English teacher in terms of qualities related to his/her professional profile (subject matter, curricula, materials, instructional activities, classroom management, teacher language used in the class,teacher’s interaction skills and techniques, etc) as well as his/her individual profile (personal traits).For the purposes of this study, data were collected also by employing observation, interview, and field notes. Overall, the data collection tools; the questionnaire and interview reveal that the teachers are aware of the needs of YLs.Contrarily, observation and field notes show the teachers do not put what they know into practice. The findings of this study provided invaluable implications for the process of developing teacher education programs and evaluating teacher performance in TEYL.