Why CLIL? 1.1. Language policy From the onset of the European Union in 1992‚ language teaching has figured prominently in Community recommendations regarding education. The promotion of linguistic diversity in education and training has always been an important consideration in planning the successful construction of Europe. Back in 1995‚ the European Council Resolution for development and promotion of language learning (March 31‚ 1995) stated clearly that linguistic policy in Europe should
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A SURVEY ON THE COMMUNICATIVE APPROACH FOR FOREIGN LANGUAGE TEACHING Nowadays‚ with the internationalization of this world‚ the foreign language learning and teaching has become especially important. In fact‚ since foreign language study was brought to school‚ various language-teaching methods have been used one after another‚ such as the Grammar –Translation Approach‚ the Direct Approach‚ the Audio-lingual Approach‚ etc. In 1970s‚ a new approach for language teaching‚ especially for foreign language
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GREECE TIMES Socrates‚ our Greek philosopher‚ has profoundly affected our philosophy. Born in Athens‚ the son of Sophroniscus‚ he received the regular elementary education in literature‚ music‚ and gymnastics. He familiarized himself with the rhetoric and dialectics of the Sophists‚ the speculations of the lonian philosophers‚ and the general culture of Periclean Athens. I interviewed Socrates outside of his cell after his trial. He had just finished talking
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Susan Jane Rishworth DPS PCET Module title: The Professional Teacher 1 EM40950 My Professional Teaching Journey As I embarked on my professional teaching journey some ten months ago‚ my teaching skills could only be described as basic‚ perhaps more instinctive or intuitive‚ rather then informed; My knowledge of teaching methods‚ assessment tools‚ classroom language‚ learning environment‚ range of resources and teaching philosophy such as‚ Maslow’s
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English as a Global Language International English is the concept of the English language as a global means of communication in numerous dialects‚ and also the movement towards an international standard for the language. It is also referred to as Global English‚[1] World English‚ Common English‚ Continental English‚ or General English. Sometimes‚ these terms refer simply to the array of varieties of English spoken throughout the world. Sometimes‚ "international English" and the related terms above
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literature (i.e. poetry‚ short fiction‚ drama and novel) to language teaching and some problems encountered by language teachers within the area of teaching English through literature (i.e. lack of preparation in the area of literature teaching in TESL / TEFL programs‚ absence of clear-cut objectives defining the role of literature in ESL / EFL‚ language teachers’ not having the background and training in literature‚ lack of pedagogically-designed appropriate materials that can be used by language teachers
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McKay‚ S. L.‚ 2002. Teaching English as an international language: rethinking goals and approaches. Oxford: Oxford University Press. Prabhu‚ N.‚ 1990. There is no best method – why? TESOL Quarterly‚ 24 (2)‚ pp.161 – 176 Rechard‚ J. (n.d.). 30 years of TEFL/TESL: a personal reflection available online. http.//professorjackrichard.com/pdfs/30-years-of-TEFL.pdf [Accessed 25 October 2013]. Richards‚ J. and Rodgers‚ T.‚ 2001. Approaches and methods in language teaching (2ndedition)‚ Cambridge: Cambridge University
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A descriptivist and a prescriptivist approach to language description Language is in a constant state of flux (Barreto‚ 1998‚ p. 49). Speakers over generations use language differently. For example‚ people once used “thou” in English‚ now they do not. Such changes bring forth contrasting attitudes. Some accept and observe the changes‚ noticing how the language is actually being used by the speakers while others propose a rigid set of rules to prevent the language’s “deterioration”. The ones
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1. Introduction The use of first language or second language (L1/L2) is still used in teaching English classroom as a Foreign Language. Actually‚ the term of using L1/L2 in EFL classes is ongoing debates in some occasion by looking some consideration between pro and contra of using L1/L2 in EFL classes. In any cases‚ the term of first language is the first language that the students got from their mother and they may continue to use it in the rest of their life and second language is a language
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Hacettepe Vniversitesi Eğitim Fakültesi Dergisi Yıl 1988 i Sayı 3 i ss. 135 - 140 BEHAVIORIST THEORY AND LANGUAGE LEARNING Doç. Dr. Mehuıet DEMİREZEN* INTRODUCTION There are some basic theories advanced to deseribe how language is acquired and taught. The behaviorist theory‚ Mentalist theory‚ Rationalist theory (otherwise calIed Congitive theory)‚ Empiricist theory (Audiolingualism)‚ and Cognitive-code theory are some of these theories. Of these‚ behaviorist theory and mentalist theory
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