Teachers College‚ Columbia University‚ Working Papers in TESOL & Applied Linguistics‚ 2009‚ Vol. 9‚ No. 1 The Critical Period Hypothesis: Support‚ Challenge‚ and Reconceptualization The Critical Period Hypothesis: Support‚ Challenge‚ and Reconceptualization Andy Schouten1 Kanda University of International Studies ABSTRACT Given the general failure experienced by adults when attempting to learn a second or foreign language‚ many have hypothesized that a critical period exists for the domain
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Small “t” The Importance of Storytelling in Second Language Literacy Mary P. Kalsbeek BBE 526 July 17‚ 2014 INTRODUCTION The tradition of orality‚ or thought and verbal expression for communication‚ is a “patterned” one (Ellis‚ 1988). Storytelling is a form of orality and is a tool of communication and education. Jane Yolan(1986) has explained that storytelling is one of the oldest of arts and has been used as a necessary tool for cultural education and sustainment. Because storytelling
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Name : Dini Mustaqima Entry 4 NIM : 1402270 Seven Core Traditions in Qualitative Research A. Ethnography The basic position of ethnography is that this study is projected to study the behavior of the subjects under investigation when they are involved in the happening situation where they naturally belong to or do their specific daily life activity. The main research method to be employed in this study is extended fieldwork by making detailed field notes on the studied behaviors either through
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ESL Versus Mainstream Classes ESLM 57801 The College of New Jersey In the article‚ ESL versus Mainstream Classes: Contrasting L2 Learning Environments (TESOL Quarterly‚ Vol. 28‚ No. 2‚ summer 1994). Linda Harklau explores the differences between ESL and mainstream classes. The article is a result of an ethnographic study of new comer students in a San Francisco Bay area high school. Harklau felt that in order
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TES 7040 Development of Cross-cultural Competencies GRADUATE SCHOOL OF EDUCATION ALLIANT INTERNATIONAL UNIVERSITY Fall 2012 |Semester Hours: 3 Units | | |Semester/Year: FA 2012 | | |Days/times: Thurs 4:00 – 7:00 pm
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http://www.p12.nysed.gov/ciai/standards.html Peregoy‚ S. F.‚ & Boyle‚ O. F. (2008). Reading‚ writing‚ and learning in ESL: A resource book for teaching k-12 English learners. Boston‚ MA: Pearson. Teachers of English to Speakers of Other Languages‚ Inc. (TESOL). (2007). ESL standards for pre K-12 students: Grades pre-K-3. Retrieved July 17‚ 2011‚ from‚ http://www.tesol.org/s_tesol/sec_document.asp?CID=281&DID=13323
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ASSIGNMENT COVER PAGE 1. TESOL English for Adults 2. Dung Nguyen 3. Mailing address: 140/11B Binh Quoi Street - Ward 27th - Binh Thanh District - Ho Chi Minh City - Vietnam. Contact number: 00-84-8-355-624-41 or 00-84-8-903-974-993 Email address: nancynguyen_4293@yahoo.com 4. I have completed my “TESOL Traing Coure”. Date: 25th January‚ 2013 City: Ho Chi Minh City‚ Vietnam 5. I am taking this specialization course as part of CERT IV. 6. I have completed one more specializations
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defines their language goal for bilingual students by intactly adopting the district language goal of English skill development. The TESOL program description which was written by the district provides specifies that the primary focus of the program is on the development of English skills in the areas of listening‚ speaking‚ reading‚ and writing. It also adds that the TESOL program they provide for ELLs is the most realistic for the district because of their diverse population within English language
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December). Language learning strategies: An overview for L2 teachers. The Internet TESL Journal‚ 3(12). Lucas‚ T.‚ & Katz‚ A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly‚ 28(3)‚ 537–561. Marzano‚ R.J. (1998). A theory-based meta-analysis of research on instruction. Aurora‚ CO: Mid-continent Research for Education and Learning. Oxford‚ R. (Ed.). (1996). Language learning strategies around the world: Cross-cultural
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Trinity Certificate in TESOL Trinity TESOL Study Resource no 6: Lesson Planning When teaching‚ whether we are working from a course book or designing a lesson from scratch‚ we need a thorough plan of where we want to go and how we want to get there. It’s a little bit like planning a journey: you need to determine what to pack‚ which route to take‚ and you need to anticipate some of the problems you will encounter along the way. As with planning for a journey‚ effective lesson planning is one
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