Pablo Iturriaga Raisa Keidong M. Paz Palominos Michele Slachevsky Karina Vergara Prof. Leonardo Ormeño Ortiz Santiago-Chile 2014 1. Introduction In Chile‚ the Ministry of Education is in charge of providing the majority of English language textbooks as well as other key courses in the national curricula‚ for subsidized schools from pre-elementary to secondary school levels of education all over the country. According to the Ministry of Education‚ current educational policies consider
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teachers of English speakers of other languages‚ Inc‚ TESOL ) In Culture (Cross-Cultural Communications) the first domain of five. This is an important factor in ELLs to learn and understand the language knowledge from the diverse backgrounds. The most recent survey says in (2005-2006) the population of ELL’s is up approximately 10 percent of the total public school enrolled and increasing every year.(Why TESOL? pg 5-6) Why TESOL? States‚ "Providing for the English Language learners is one of the school
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OVERCOMING FOREIGN LANGUAGE ANXIETY By Saranda Nuredini Instructor: Luiza Zeqiri Course: ESP Communication I January 2012 “Sweaty palms‚ shaking hands‚ dry mouth and muscle tension mean for many of us‚ that we are about to speak in public. Couple this fear of speaking in public with performing or speaking in another language and the success of the speaker may be dramatically compromised” (Leigh‚ 2009). By having to speak in a foreign language‚ the amount of fear in us grows and transforms
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Problems in Teaching English in Iranian high schools BY Shadi Shekarchi Rudehen Islamic Azad University Instructor: Dr. Mehdi Araghi Educational research Code: 0880 Winter 1384 A. Summary This research has been performed in order to study the problems and weaknesses in teaching English in Iranian high schools. Grammar Translation Method which seems to be one of the most popular methods among English teachers in Iranian high schools is not a new method. It was created by German scholarship
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ENGLISH AS AN INTERNATIONAL LANGUAGE English is an international language‚ spoken in many countries both as a native and as a second or foreign language. It is taught in the schools in almost every country on this earth. It is a living and vibrant language spoken by over 300 million people as their native language. Millions more speak it as an additional language. English is spoken habitually almost everywhere in the world. English is the associate official language of India which has over 1000
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The relationship between culture and language Wenying Jiang This paper discusses the inseparability of culture and language‚ presents three new metaphors relating to culture and language‚ and explores cultural content in specific language items through a survey of word associations. The survey was designed for native Chinese speakers (NCS) in Chinese‚ as well as for native English speakers (NES) in English (see Appendix). The words and expressions associated by NCS convey Chinese culture‚ and those
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Situational Language Teaching (Oral Approach) The Oral Approach or Situational Language Teaching is an approach developed by British applied linguists in the 1930s to the 1960s. It is little known by many language teachers although it had an impact on language courses and was still used in the design of many widely used EF/ESL textbooks in the 1980s such as Streamline English The Oral Approach and Situational Language Teaching relied on the structural view of language. Both speech and structure
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Assessment of English Language Learners Alisha C. Green Grand Canyon University: ESL 533N Advanced Methodologies of Structured English Instruction December 12‚ 2012 Abstract Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students
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method instead of method. 3. Organizing Principles Richards and Rodgers wrote about method as an as an umbrella term comprising approach‚ design‚ and procedure. Approach is the underlying theory of language and language learning. Design is how those theories determine the objectives‚ syllabus‚ teaching/learning activities‚ teacher/ learner roles‚ and the role of the instructional materials. Procedures are the
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Chinese and Tamil languages in these schools don’t just function as a medium of instruction…and also provide a link to the community’s cultural heritage” (Centre for Public Policy Studies‚ 2012). The above explanation offers a brief glimpse into the vernacular education system in Malaysia. According to Patil and Motiram (2013)‚ vernacular refers to the local language spoken by the community. Vernacular medium schools are schools where the medium of instruction is in the local languages such as Chinese
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