Report on the English Language Teaching Program for the Other Americas, 1942-43

1944 ◽  
Vol 33 (2) ◽  
pp. 72
Author(s):  
Muriel Leach
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Other ◽  
Teaching Program

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

scholarly journals An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge

2017 ◽  
pp. 193-225
Author(s):  
Argemiro José Amaya Buelvas
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Program ◽  
First Semester ◽  
Esl Reading ◽  
Reading Activity

This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform’s design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform and its design was significant when bringing up purpose-built learning actions.

scholarly journals Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 93-104
Author(s):  
Bertha Ramos-Holguín
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Other ◽  
Future Trends ◽  
Future Directions ◽  
Comprehensive View

Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore interculturality in ELT, and I share a review of studies that have undertaken this complex conception of interculturality.

A comparison with the competencies of English language teaching program

2018 ◽  
Vol 5 (5) ◽  
pp. 72-77
Author(s):  
Saadet Cinar ◽  
Mustafa Cem Babadogan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Bologna Process ◽  
Document Analysis ◽  
English Language Teaching ◽  
Analysis Method ◽  
Teaching Program ◽  
Teaching Programme ◽  
Common Framework ◽  
Concepts Of Knowledge

In this study, the competencies of the Undergraduate English Language Teaching Programmes belonging to the universities selected as samples from seven regions of our country were examined by using the document analysis method. It has been understood that the concepts of ‘knowledge’, ‘skill’ and ‘competence’ which are the components of the ‘competency’ concept as well as differences in the expression are not fully distinguishable. It was also observed that while the competencies were being written, universities did not adopt the same grammatical rules. In this study, arrangements were made with the focus was on providing a common framework both conceptually and formally, and suggestions were tried to be developed. It is thought that this work will be useful for programmes that have difficulty in expressing their competencies correctly.Keywords: Bologna process, English language teaching programme, competency.

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