scholarly journals EVOLVING LEARNING PARADIGMS: AFFORDANCES AND CONSTRAINTS

2019 ◽  
pp. 377
Author(s):  
Ljiljana Vukićević-Đorđević
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Learning By Doing ◽  
Subject Matter Knowledge ◽  
Student Thinking ◽  
Pedagogical Practices ◽  
Specific Subject ◽  
Specialist Knowledge ◽  
The One ◽  
Matter Fields

A successful teacher is not only a person with specialist knowledge and prominent personal features but the one with skills and capacities emphasizing particularly his/her managerial qualities. In addition, ESP teachers face a specificity dealing with two subject-matter fields – the English language and specific subject-matter knowledge, be it science, humanities, engineering, or anything else.A successful teacher is not only a person with specialist knowledge and prominent personal features, but the one with skills and capacities emphasizing particularly his/her managerial qualities. In addition, English for Specific Purposes (ESP) teachers face a specificity dealing with two subject-matter fields – the English language and specific subject-matter knowledge, be it science, humanities, engineering, or anything else. Are general pedagogical practices overemphasized and often at the expense of content knowledge? In our opinion, teachers’ knowledge of student thinking and learning is more related to their emotional intelligence and psychology than pedagogy. Instead of memorizing facts, students are to be taught to search for information, to connect things, and enable the development of integrative knowledge in a multidisciplinary education. In such a learning environment, the responsibility of teachers is not only in their teaching but in facilitating learning by doing. Teachers’ ability to use English in a way that encourages learning in their students, where accuracy, fluency, and intelligibility are implied as necessary, is in our opinion above all theories, especially in times when motivation in students is constantly decreasing and dazzling lights ‘are killing softly’ our society of gadgets and gizmos.

Facilitating meaningful verbal learning in the classroom

1968 ◽  
Vol 15 (2) ◽  
pp. 126-132 ◽  
Author(s):  
David P. Ausubel
Keyword(s):  
Subject Matter ◽  
Verbal Learning ◽  
Subject Matter Knowledge ◽  
Discovery Learning ◽  
The Other ◽  
Classroom Setting ◽  
Rote Learning ◽  
Factual Information ◽  
The One ◽  
Extended Discussion

In mathematics, as in other scholarly disciplines, pupils acquire subject-matter knowledge largely through meaningful reception learning of presented concepts, principles, and factual information. In this paper, therefore, I first propose to disti nguish briefly between reception and discovery learning, on the one hand, and between meaningful and rote learning, on the other. This will lead to a more extended discussion of the nature of meaningful verbal learning (an advanced form of meaningful reception learning) and the reasons it is predominant in the acquisition of subject matter; of the manipulable variables that influence its efficiency; and of some of the hazards connected with its use in the classroom setting.

scholarly journals A Review of the Washback of English Language Tests on Classroom Teaching

2020 ◽  
Vol 13 (9) ◽  
pp. 10
Author(s):  
Qi Kuang
Keyword(s):  
English Language ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Language Test ◽  
Future Studies ◽  
Course Content ◽  
Language Tests ◽  
Number Of Factors ◽  
The One ◽  
Complicated Mechanism

Scholars have long recognized the Washback effect of English language tests on English teaching inside the classroom. However, the lack of scholarly reports in this area is also nonnegligible. Therefore, the present study intends to review some empirical researches that focus on the washback of some English language tests on different aspects of classroom teaching, including the washback on course content, teaching materials, and teaching activities. Both positive and negative washback are found on these aspects and can be attributed to a number of factors, including differences in features of the test content, differences in tests’ coordination to course syllabus, differences in teachers’ adoption of teaching methods, etc. The final discussion recognizes the complicated mechanism of washback of the English language test on classroom teaching and serves to bring out some scholarly and pedagogical implications. On the one hand, future studies could focus more on how to bring out positive washback of English language tests on classroom teaching. On the other hand, pedagogical practices could take advantage of the latest scholarly findings to maximize the efficacy of the aforementioned positive washback.

scholarly journals EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES

2017 ◽  
Vol 6 (1) ◽  
pp. 26-48
Author(s):  
Manickavasagar Govindasamy ◽  
Jariah Mohd. Jan
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Subject Matter Knowledge ◽  
Language Teachers ◽  
English Major ◽  
English Language Teachers ◽  
The Subject ◽  
Academic Qualifications ◽  
Literary Devices ◽  
Better Than

Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

scholarly journals Improving written communication among English language learners

2018 ◽  
Vol 2 (1) ◽  
pp. 63-68
Author(s):  
Robert Cadwell ◽  
MJ Outcault Hill
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Subject Matter ◽  
English Language ◽  
Written Communication ◽  
Academic English ◽  
Short Article ◽  
Specific Subject ◽  
Ell Students

Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.

scholarly journals LEXICAL COMBINABILITY OF ADJECTIVES AND NOUNS EXPRESSING ELEMENTS OF APPRAISAL

2019 ◽  
Vol 7 (6) ◽  
pp. 978-983
Author(s):  
Stanislav S. Bulgakov ◽  
Tatiana A. Belousova ◽  
Vita A. Kuzmicheva ◽  
Vladimir S. Pugach ◽  
Yulia N. Yatsenko
Keyword(s):  
Present Article ◽  
Subject Matter ◽  
English Language ◽  
Online News ◽  
The Other ◽  
Current Work ◽  
Other Hand ◽  
The One

Purposes: The present article aims to examine and analyze the nature of lexical combinability in the English language, namely collocates expressing elements of appraisal found in authentic online news articles. Methodology: The article is based on the analysis of dozens of online news articles as they contain a plethora of adjective + noun collocates denoting elements of the appraisal. Results: The phenomenon under study is attracting considerable interest due to its relevance in modern linguistics and practical day-to-day use. Despite this interest, many hypotheses regarding lexical combinability appear to be disputable and, in a way, ill-defined which makes further research well-founded. Implications/Applications: As a matter of fact, combinatory linguistics has always paid special attention to adjectives expressing elements of appraisal as appraisal itself belongs to, on the one hand, much-discussed, but on the other hand, quite an intricate subject matter. The appraisal is indeed bound to be a multi-purpose linguistic category that has been scrutinized by numerous scholars in the field of philosophy, axiology, aesthetics, etc. Novelty/Originality: It should be noted, that there are various viewpoints regarding the structure and means of representing attitudinal meaning and their tendency to combine with certain words the novelty of current work is paying to adjectives and nouns.

Remarks on identity and description in first-order axiom systems

1954 ◽  
Vol 19 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Theodore Hailperin
Keyword(s):  
Subject Matter ◽  
Axiom System ◽  
Order System ◽  
Quantification Theory ◽  
Specific Subject ◽  
First Order ◽  
Finite Set ◽  
The One ◽  
Image Position ◽  
Axiom Systems

Hilbert and Ackermann ([1], p. 107) define a first order axiom system as one in which the axioms contain one or more predicate constants, but no predicate variables. Here “axiom” refers to the specific subject-matter axioms and not to the rules of the restricted predicate calculus (quantification theory), which rules are presupposed for each first-order system. It is pointed out by them that an exception could be made for the predicate of identity; for the axiom scheme for this predicate, namelywhich has in (b) the variable predicate F, could nevertheless be replaced, in any given first-order system, by a finite set of axioms without predicate variables. Thus, for example, if Φ[x, y) is the one constant predicate of such a system then PId(b) could be replaced byThus one postulates, in addition to the reflexivity, symmetry, and transitivity of identity, the substitutivity of identical entities in each of the possible “atomic” contexts of a variable (occurrences in the primitive predicates). In this method of introducing identity it has to be taken as an additional primitive predicate and further axioms are consequently needed. In such a system having PId(a), (b1)−(b3) as axioms, the scheme PId(b) can be derived as a meta-theorem of the system, F(x) then being any formula of the system.

Noticing and analysis of pedagogical practices in mathematics

2019 ◽  
Author(s):  
Yuri Morales López ◽  
Marianela Alpízar Vargas ◽  
Ana Lucía Alfaro Arce ◽  
Vicenç Font-Moll
Keyword(s):  
Classroom Management ◽  
Wide Spectrum ◽  
Math Education ◽  
Pedagogical Practices ◽  
Math Teachers ◽  
Education Activity ◽  
The One ◽  
Analysis Models ◽  
Teacher's Knowledge ◽  
Math Teacher

The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

scholarly journals Intelligibility in English as a lingua franca – The interpreters’ perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 173-193
Author(s):  
Karin Reithofer
Keyword(s):  
English Language ◽  
Language Skills ◽  
Background Knowledge ◽  
Evidence Based ◽  
Training Methods ◽  
Lingua Franca ◽  
Factors Affecting ◽  
Specialist Knowledge ◽  
Written Questions ◽  
Subordinate Role

AbstractThis article aims at examining the topic of ELF intelligibility from the interpreters’ perspective. Therefore, the focus is put on listener factors affecting intelligibility in settings typical for interpreting i.e. monologic settings. Data from various intelligibility studies are compared with results from a study that tested an ELF user’s intelligibility in a conference-like ELF setting and examined the influence of listener variables such as background knowledge, familiarity with ELF use or proficiency in English. In this study, an Italian speaker gave an impromptu speech in English to participants who subsequently were asked to answer written questions on the topic. The results showed that listeners with more experience in ELF settings reached the highest score in the test, while participants with specialist knowledge were unable to profit from it. The participants’ English language skills played a rather subordinate role. The findings of this study may prove useful for considerations in interpreter training and can contribute to the development of concrete, evidence-based training methods for interpreters in the interpreting sub-skill of comprehension.

Epistemic competitions over Jewish Holocaust survivors’ stories in interviews

2021 ◽  
pp. 095792652199214
Author(s):  
Kim Schoofs ◽  
Dorien Van De Mieroop
Keyword(s):  
World War Ii ◽  
Holocaust Survivors ◽  
Identity Work ◽  
Epistemic Authority ◽  
World War ◽  
Master Narratives ◽  
The Social ◽  
Specialist Knowledge ◽  
Expert Status ◽  
The One

In this article, we scrutinise epistemic competitions in interviews about World War II. In particular, we analyse how the interlocutors draw on their epistemic authority concerning WWII to construct their interactional telling rights. On the one hand, the analyses illustrate how the interviewers rely on their historical expert status – as evidenced through their specialist knowledge and ventriloquisation of vicarious WWII narratives – in order to topicalise certain master narratives and thereby attempt to project particular identities upon the interviewees. On the other hand, the interviewees derive their epistemic authority from their first-hand experience as Jewish Holocaust survivors, on which they draw in order to counter these story projections, whilst constructing a more distinct self-positioning to protect their nuanced personal identity work. Overall, these epistemic competitions not only shaped the interviewees’ identity work, but they also made the link between storytelling and the social context more tangible as they brought – typically rather elusive – master narratives to the surface.

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