Explain how you could promote inclusion‚ equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. Susan Wallace states that equality in this context “....requires us‚ as teachers‚ to ensure that we show no favouritism or antipathy towards any learner and that we are entirely non-partisan in our dealings with them. Whether they are keen and motivated or bored and disengaged; or whether they are friendly and sociable
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To answer this question one would have to first define the terms ‘inclusion‚ equality and diversity. According to Ann Gravells inclusivity is “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” Gravells defines equality as “ the rights of learners to attend and participate‚ regardless of their gender‚ race‚ ethnic origin‚ religion‚ disability‚ sexual orientation and age. And finally Gravells definition of diversity is “valuing
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Learner Strategy Training in the Classroom: An Action Research Study in Methodology in Language Teaching As a course‚ Approaches and Methods in Language Teaching that I have learnt‚ I have grown and learnt more than I thought possible from the course book and my lecturer. As a student and also a lecturer of English who had taken numerous courses‚ I have found that knowledge of teaching is broad and various through the findings of each researcher and educator. Getting knowledge from
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Introduction It is commonly assumed that where there are differences between L1 and L2‚ the learner ’s L1 will probably interfere with the L2 (negative language transfer)‚ whereas‚ when L1 and L2 are similar‚ the L2 will assist the L2 learning (positive language transfer) (Ellis‚ 1994). Therefore‚ we tend to believe that most of the errors are account of negative transfer. This is partly true according to many empirical studies of errors which have showed that many errors are common to different
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In inclusive learning we need to consider the diversity of a student body and make efforts not to exclude anyone be it intended or unintended. “Some students could feel excluded during your session if their particular needs are not met‚” Gravells (2012:56). Inclusive learning is simply “involving all students‚ treating them equally and fairly‚” Gravells (2012:56). The field of self-defence includes physical‚ philosophical and physiological elements which allows for a large range of learning
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Language Learning & Technology http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf February 2012‚ Volume 16‚ Number 1 pp. 91–109 COLLABORATIVE WRITING AMONG SECOND LANGUAGE LEARNERS IN ACADEMIC WEB-BASED PROJECTS Greg Kessler‚ Dawn Bikowski‚ and Jordan Boggs Ohio University This study investigates Web-based‚ project oriented‚ many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used
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article Braving paths towards learner autonomy: make the most of your EFL lessons! Lenora Sauchella Queiroz Haranaka A Autonomy is understood by many as the ability to take charge of one’s own learning (HOLEC‚ 1981). According to this definition‚ the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decisionmaking: when‚ what‚ and how to learn as well as how‚ when‚ and by whom to be assessed. Developing this ability
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Molli Shaw Ms. Jill Campbell Intro. To Research Writing 299 3 February 2015 Review of Reflections in Education: Considering the Impact of Schooling on the Learner by Kathleen Anderson Kathleen Anderson’s article is a series of three brief reflections on some related material that discuss our current education system‚ it’s flaws‚ and Anderson’s reflections using her personal experiences from her own teaching career. Anderson first reflects on “Do Schools Today Kill Creativity” by Ken Robinson‚ then
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TEACHING IDIOMATIC EXPRESSIONS TO LEARNERS OF EFL THROUGH A CORPUS BASED ON DISNEY MOVIES Irene López Rodriguez Brown University‚ USA Elena María García Moreno Escuela Oficial de Idiomas de Cartagena Abstract: This paper attempts to provide a strategy for the teaching of idioms to learners of EFL through a corpus based on Disney movies. Adopting a cognitive approach‚ idioms are seen as being motivated by conceptual metaphors which tend to be grounded in our embodied experiences and which
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TESOL QUARTERLY Vol. 39‚ No. 4‚ December 2005 609 Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation JUDY F. CHEN The Overseas Chinese Institute of Technology Taichung‚ Taiwan‚ Republic of China CLYDE A. WARDEN National Chung Hsing University Taichung‚ Taiwan‚ Republic of China HUO-TSAN CHANG National Changhua University of Education Chunghua‚ Taiwan‚ Republic of China It is a capital mistake to theorize in advance of the facts
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