Teaching English literacy to standard one students: Requirements determination for remediation through ICT

2016 ◽  
Author(s):  
Teena Gomes ◽  
Yeeshtdevisingh Hosanee ◽  
Shireen Panchoo ◽  
Manita Dhuny
Keyword(s):  
Teaching English ◽  
Requirements Determination ◽  
English Literacy

scholarly journals Local culture-based picture storybooks for teaching English for young learners

2018 ◽  
Vol 42 ◽  
pp. 00016 ◽  
Author(s):  
Ni Made Ratminingsih ◽  
I Gede Budasi
Keyword(s):  
Dialogic Reading ◽  
Local Culture ◽  
Journal Articles ◽  
Teaching English ◽  
Young Learners ◽  
Need Analysis ◽  
Library Research ◽  
Theoretical Perspectives ◽  
English Literacy ◽  
Printed Materials

This paper reports the theoretical perspectives underlying the development of local culture-based picture storybooks for teaching English for young learners. It is a library research which derives from three main sources, journal articles, reference books, and internet articles. Local culture-based picture storybooks are kinds of printed materials which basically contain stories adapted from local culture stories accompanied with visualization in the forms of pictures telling the characters and the settings to help young learners easily understand the stories. They are developed considering the good criteria of storybooks [1, 2]. The benefits of its development are (1) to improve reading skill of young learners, (2) to build children English literacy through listening to the story read by the teachers and communicating interactively with them through dialogic reading, (3) create a fun learning atmosphere which enhances motivation and participation to take part in understanding and using the language, and (4) to preserve local culture. The books are developed using a combination of model [3, 4] which has 5 main steps namely need analysis, developing product, expert validation, and quality assessment by experts and users (teachers), and main product revision.

scholarly journals Teachers’ Discourses on Teaching Students of Elementary School English Literacy Development in Ontario

2013 ◽  
Vol 30 (2) ◽  
pp. 18
Author(s):  
Katherine Brubacher
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Education System ◽  
Literacy Development ◽  
Qualitative Data ◽  
Formal Education ◽  
Teaching English ◽  
School Communities ◽  
First Languages ◽  
English Literacy

This article explores teachers’ discourses on teaching English Literacy Develop- ment (ELD) students in mainstream elementary school classrooms through an examination of their philosophies of teaching and reflections on literacy. The find- ings are based on empirical qualitative data collected from interviews with two English-as-a-second language (ESL)/ELD teachers in two school boards in On- tario. Both participants discussed the importance of developing awareness of and including in classes students’ learning and language experiences from outside the formal education system. Challenges perceived in the school communities in- cluded the structure of schooling, the demands of the curriculum, the incorpora- tion of students’ unwritten first languages, and negative views of ELD students.Cet article se penche sur la philosophie d’enseignement et les réflexions sur la lit- tératie telles qu’elles découlent des discours d’enseignants évoquant l’enseigne- ment, dans des salles de classe régulières à l’élémentaire, à des élèves en perfectionnement de l’anglais. Les résultats reposent sur des données empiriques qualitatives tirées d’entrevues auprès de deux enseignants en anglais langue sec- onde et en perfectionnement de l’anglais dans deux conseils scolaires en Ontario. Les deux participants ont discuté de l’importance de faire connaitre les expéri- ences liées à la langue et à l’apprentissage que vivent les élèves à l’extérieur du système d’éducation formel et de les intégrer aux cours. Parmi les défis au sein des communautés scolaires, on a évoqué la structure de la formation scolaire, les exigences des programmes d’études, la prise en compte des langues maternelles non-écrites des élèves et les perceptions négatives des élèves en perfectionnement de l’anglais.

scholarly journals Using design-based research to improve the lesson study approach to professional development in Camden (London)

2016 ◽  
Author(s):  
Chris Brown ◽  
Carol Taylor ◽  
Lorna Ponambalum
Keyword(s):  
Secondary School ◽  
Lesson Study ◽  
Approaches To Teaching ◽  
Teaching English ◽  
Design Based Research ◽  
Study Approach ◽  
Transition Project ◽  
English Literacy ◽  
The Impact ◽  
Practice Development

The Haverstock Primary to Secondary Transition Project was designed to improve the experience of transition to secondary school for vulnerable pupils in Camden (London). The project used lesson study to help primary and secondary practitioners work collaboratively, to develop effective cross-phase pedagogical approaches to teaching English/literacy and science. This paper has three specific aims in relation to the project. First it reports on how a design-based research (DBR) method was used to tailor the lesson study approach to the Camden context in order to maximize its benefits and ensure its sustainability and scalability. Second it illustrates how a DBR approach to impact assessment led to a radical rethink and understanding of how impact might be measured with regard to projects that involve joint practice development. Specifically, collaborative approaches to practice development rely on more iterative, evolving approaches to understanding and collecting baseline data, developing strategies, and understanding the goals to be reached. Finally, it provides initial data on the impact of the DBR-led lesson study approach.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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