Academic literature on the topic 'Special English Programme'
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Journal articles on the topic "Special English Programme"
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.
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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
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Parasurama, Kothakota. "Towards Need based Teacher Development Programme." International Journal of Research in Engineering, Science and Management 3, no. 10 (October 28, 2020): 141–42. http://dx.doi.org/10.47607/ijresm.2020.353.
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English Language has been taught as a second language in a multilingual situation in India where a three language formula is in practice as language policy of the country. The other two languages are the regional language and Hindi the assumed national language. English language teaching begins at different levels in the different states of India. In states like Andhra Pradesh it begins from class1. To develop proficient users of this language has been the ultimate objective of teaching it at the school and collegiate levels. To develop the same, the need of the hour as it has been is the development of a cadre of facilitators of language learning whose abilities need to be of a high order and are equipped with a set of core and soft skills and with craft knowledge required for an effective transaction of the prescribed content and thus realize the desired curricular objectives. Besides, the teacher of English in the changing scenario has to be a willing co participant in the language learning process. In this background this paper attempts to identify those skills required of the practicing teacher and the need for having an alternative need based curriculum at the teacher training programme levels with special reference to in service teacher training programmes.
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Alidmat, Ali Odeh Hammoud, and Mohamed Ayed Ayassrah. "Development of Critical Thinking Skills through Writing Tasks: Challenges Facing Maritime English Students at Aqaba College, AlBalqa Applied University, Jordan." International Journal of Higher Education 6, no. 3 (May 22, 2017): 82. http://dx.doi.org/10.5430/ijhe.v6n3p82.
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Teaching English for Special Purposes (ESP) in a context where English is taught as a Foreign Language (EFL) is no easy task. There is in fact extensive research reporting on challenges facing both teacher and student in the Foreign Language classroom where language skills must be learnt outside their usual context. Even more challenging is teaching or learning a conceptual skill like critical thinking through writing in an EFL context. The objective of this paper is to identify and describe writing tasks contained in the ESP programme with a view to examine the correspondence between the tasks and the critical thinking skills. To this end, the study examines self-reported perceptions, experiences and opinions by Maritime English students of Aqaba College in Jordan who take an ESP course and who are supposed to develop their critical thinking skills through carefully selected writing tasks in English. The study applies the qualitative procedure of in-depth interview and explores a sample of 10 finalist undergraduate informants on issues related to their writing tasks in English. Findings of the study revealed, among other things, that there is low correspondence between writing tasks contained in the ESP programme and critical thinking skills, and that writing tasks featured in the programme pursue more mechanical writing than thinking.
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Al-Maamari, Faisal. "Community of assessment practice or interests: The case of EAP writing assessment." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 262. http://dx.doi.org/10.17509/ijal.v5i2.1351.
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Setting, disseminating and applying assessment standards are part of university academic programmes of study. Nowadays, assessment is increasingly viewed from a social practice perspective, and so doing entails exploring how the quality of assessment is shaped by interaction and co-participation with different communities of practice. Therefore, based on this perspective, the study reported here aimed to examine the assessment policies and practices of laboratory report writing of first year students in credit-bearing, English for Special Purposes programmes at a university in the Sultanate of Oman. Interviews of programme administrators and the instructors plus institutional and programme documents were examined to investigate these assessment policies and practices. The programme administrators were asked about how they planned the written assessment in their programmes, and the instructors were asked about their experiences of these assessments. The data were then analysed thematically using community of practice framework, namely in relation to (1) a shared repertoire of communal resources, (2) mutual engagement, and (3) a sense of joint enterprise. It was found that instead of community of practice, there were (sub)communities of practices wherein interaction, negotiation and communication amongst members and non-members were punctuated by control, power and autonomy, all working with the aim of narrowing the range between the personal goals of the academic and the communal goals of the institution. The overarching conclusion is that in their assessment practices, the two instructional programmes exhibited varying degrees of community of practice based on the above three attributes.
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Schulte, F. G. F. "Van De Vertalingen Als (Examen)Doel Naar Het Vertalen Als Werkvorm Voor Schrijf- En Leesvaardigheid In De Nieuwe Deeltijdopleiding Engels Derde En Tweede Graad." Vertalen in theorie en praktijk 21 (January 1, 1985): 84–94. http://dx.doi.org/10.1075/ttwia.21.11sch.
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In the first part of the paper a survey is given of the (mainly negative) effects of subordinating the greater part of skills and "subject"training in the "old" programme to the translations, which served as the main didactic and exam procedure as well as the implicit objective for what was after all supposed to be a teacher training course. Next, a sketch is given of the process and results of reprogramming and "renovating" the old training with special attention to the function of the translations in the "new" programme which have now been integrated with/subordinated to skillstraining in general and to reading and writing in particular. Finally, the "old" and "new" programmes are compared and contrasted as to their merits and effectiveness as teacher training courses and a few recommendations are made for the development of teaching materials which are geared to the new and different role of the translations in part-time teacher training English second and third grade in the Netherlands.
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Valdes, Antonio Irizar, and Ada Chiappy Jhones. "Introduction of Communicative Language Teaching in Tourism in Cuba." TESL Canada Journal 8, no. 2 (June 26, 1991): 57. http://dx.doi.org/10.18806/tesl.v8i2.588.
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In the early 80's, ideas of the communicative approach filtered through to Cuba, but in no way are these ideas widely used in language teaching in the country today. The importance of the tourism industry to Cuba over the past few years has resulted in a careful examination of language teaching for workers in the industry. As a result of this analysis, an experimental programme based on the ideas of the communicative approach was implemented at the Centre for Studies in Tourism in Havana in September 1987. A description of this programme will be presented. Special emphasis will be given to the difficulties encountered by teachers in a foreign language setting who had been previously used to teaching prescribed, teacher-centred, structural methods. One of the other experimental features of this programme was the incorporation of a Canadian focus into the teaching of English in tourism, in an attempt to move away from the consideration of the U.S. and Great Britain as the only sources of English language content and social context. Attempts to extend this type of programme to all sectors of tourism will also be described.
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Nur Hazura Mat Rahim, Siti Maftuhah Damio, and Zarith Sofia Zaid. "Needs Analysis for Designing a Specific English Language Course for the Undergraduate Accounting Students in UPM." Insight Journal 8 (April 7, 2021): 154–69. http://dx.doi.org/10.24191/ij.v8i0.109.
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Today’s international business scholars treat language as an issue at the heart of their subject area (Mughan 2015), as English language’s irreplaceable position as means of communication is considered essential for international businesses. Nevertheless, one of the main concerns of educational specialists is the relevance of their programmes to the graduates’ success in today’s highly competitive labour market. With that, a needs analysis study was sought to explore the English language needs of undergraduate accounting students at Universiti Putra Malaysia. A survey method was employed to 20 undergraduate accounting students for the purpose of this study. The data collected from the survey were analysed quantitatively using SPSS 22 programme. As the findings of this study pointed out, the participants prefer to be taught more in listening, speaking and writing skills as the needs for their study and future career. Henceforth, a highly structured ESP course for accounting students with integration of language skills, subject or field-special skills, derived from their needs should be designed.
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Roselaar, Tjits, and Patty van Bielder. "Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 139–48. http://dx.doi.org/10.1515/cercles-2019-0008.
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Abstract Since the academic year 2017–2018, the Tilburg University Language Center has been offering an academic pre-Bachelor’s programme for refugee students. This year-long educational programme prepares high-potential refugees for a Dutch- or English-taught Bachelor’s programme at a university. In addition, students prepare for the Dutch Civic Integration Exams. A special part of the pre-Bachelor’s programme is an internship at a company in the Brabant region. This increases the refugees’ chances on the labour market during and after their studies. In this report, the target group and structure of the programme, the way in which the project is financed, and the experiences of the first pilot year are described. The authors also advocate the importance of an academic language and transition year, explain why this task is best assigned to a university language centre, and make recommendations for institutions that want to set up such a language and transition year themselves.
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A, E. Agwu, and U. Ugwu P. "Farmers perception of the performance of the National Special Programme for Food Security (NSPFS) in Enugu State, NIgeria." African Journal of Biotechnology 7, no. 12 (July 17, 2008): 1911–23. http://dx.doi.org/10.5897/ajb2008.000-5040.
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Khan, Muhammad Saleem. "The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students." English Language Teaching 9, no. 5 (April 10, 2016): 134. http://dx.doi.org/10.5539/elt.v9n5p134.
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<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>
Dissertations / Theses on the topic "Special English Programme"
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Krassa, Penelope. "An analysis of the feasibility of transferring the English Early Excellence Centres (EEC) Programme to early childhood settings in Greece." Thesis, Coventry University, 2003. http://eprints.worc.ac.uk/292/.
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Worldwide, accumulating evidence indicates an international movement within countries towards the development of integrated early childhood education and care services (OECD, 2001). Not only do demographic trends underscore such a demand, but also extensive research documents the cognitive, social and emotional developmental benefits of high quality integrated provision in early childhood while at the same time contributing to countries’ ability to compete in a global economy (Eming-Young, 2002). This thesis is concerned with an analysis of the feasibility of transferring the English Early Excellence Centres (EEC) Programme to early childhood settings in Greece. The EEC Programme was introduced by the English Government in 1997 to develop and promote models of high quality integrated education and care services for young children and families as an important part of Government’s broad based strategy for increasing opportunities, supporting families, reducing social exclusion, increasing the health of the nation and addressing child poverty. Case studies were constructed at three Early Excellence Centres (EECs) in England - and two key policy makers involved in the programme were also interviewed. The analysis of the interviews, questionnaires and documents collected during the research in England provided useful insights into the development of integrated services at practice and policy level, along with the successes and challenges encountered during the process of change. Further exploratory case study research took place in Greece to examine whether there is the potential and desire to move towards integration. The theory of a ‘tipping point’ (Gladwell, 2000) provided some profoundly suggestive arguments and insights to analyse the processes by which the English EEC Programme developed at policy level, and how it ‘crossed a threshold’, tipped and spread nationally and internationally. In addition, this theory offered a practical thinking tool for constructing a strategy towards integration in Greece. Analysis revealed that a change process towards integration is not easy to manage; is most productively seen as a social process that gradually unfolds over time; and which acknowledges the socio-economic, political and cultural context of each country. This research indicates that keeping our focus on the development of integration at ground level could be an effective starting point in Greece, -but the development and delivery of integrated services also needs local and central support. A strategy towards establishing integrated service provision in Greece needs to explore what already exists and start building on that; to support personal and professional development; to value the participation of parents; to promote research; and to influence policy. This thesis wishes to stimulate debate, to contribute to the limited Greek literature in the area of integrated early childhood services and to be of interest to policy makers and advocates who have the capacity to shape the direction of the early childhood system in Greece.
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Skantz, Mona. ""She was a Bitch" : A Socio-Educational Perspective on Motivation for Learning English." Thesis, Högskolan Dalarna, Engelska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-3248.
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AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.
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Liebenberg, Elizabeth Helena. "Comment établir un rapprochement entre l’enseignement de l’anglais de spécialité et les notions du droit." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030035/document.
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L’engagement du Conseil de l’Europe en faveur d’une éducation plurilingue intégrant altérité et diversité culturelle est fortement lié au souci de promouvoir la communication entre citoyens de langue et culture différentes, indispensable à la mobilité et à la compréhension réciproque. Dans ce nouveau référentiel s’inscrit la tendance à enseigner les disciplines non linguistiques, directement dans la L2. Cette méthode d’enseignement d’une matière par intégration d’une langue étrangère, appelée EMILE a vocation d’accélérer le processus d’apprentissage. Or, il s’est avéré, lors d’une recherche-action portant sur l’anglais juridique, qu’une méthode d’immersion complète telle qu’EMILE pouvait présenter certaines failles pour apprendre cette langue de spécialité très pointue. Pour combler ces failles, nous proposons la méthode LADMI (Linguistique appliquée à une autre discipline par méthode intégrative), qui est une modification du concept d’EMILE extrapolant à partir d’une certaine structure logique, suite à des observations particulières, afin de préserver à la fois la langue et le contenu de la DNL, le droitThe European Council’s policy of promoting linguistic and cultural diversity in the field of acquisition-teaching of foreign languages, has led to a profoundly modified situation in language learning. With the aim of encouraging mobility among students and teachers in the European education system, pluralinguistic methods, such as TIE-CLIL (Translanguage in Europe – Content and Language Integrated Learning) are used in an attempt to accelerate immersion programmes. However, in an action research undertaken in Legal English at the University of Nice, the conclusion was drawn that language immersion is not always feasible in Law. Therefore an integrated approach, Adjunct CLIL, based on logical observations, a modification of the concept CLIL : ALDIM (Applied Linguistics to another Discipline by Integrated Method), is suggested, to preserve both the quality of the language as well as content of the non-linguistic discipline, Law
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Montalvo, Ricardo. "Preservice Special Education Teachers' Sense of Preparedness to Instruct English Learners with Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248396/.
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This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann-Whitney U test was used to compare pre-survey results between PSETs who had and PSETs who had not taken advanced coursework or participated in student teaching. With the exception of the subscale, Attitude Towards ELs in the Classroom, results revealed no statistical difference between the two groups. At the same time, qualitative, open-response questions revealed PSETs who had participated in advanced coursework and student teaching seemed to have a deeper understanding of ELs' instructional and linguistic needs. Contributions to the literature are presented which may help in designing teacher preparation programs to increase PSETs' sense of preparedness to better serve ELs with disabilities.
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Nyarambi, Arnold, and Z. Nkabinde. "The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families and Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8222.
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Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.
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Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.
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This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.
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Mims, Pamela J., Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, and Susan Flynn. "Effects of a Treatment Package to Facilitate English/Language Arts Learning for Middle School Students with Moderate to Severe Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/307.
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This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.
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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.
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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
Books on the topic "Special English Programme"
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Tolbert, Michelle. English literacy and civics education for adult learners: Special policy update. Washington, DC (1775 I St., NW, Ste. 730, Washington 20006-2417): National Institute for Literacy, 2001.
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National Institute for Literacy (U.S.), ed. English literacy and civics education for adult learners: Special policy update. Washington, DC (1775 I St., NW, Suite 730, Washington 20006-2417): National Institute for Literacy, 2001.
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Spence, Peter. To the manor born: T.v. writing special. London: The Writer Ltd., 1987.
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Special occasions in the Black church. Nashville, Tenn: Broadman Press, 1989.
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Brady, Kathleen. Learning through literacy: Adapting novels by Roald Dahl for students in self-contained or inclusive classrooms. Worthington, OH: Linworth Pub., 2001.
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Department of Education & Science. Report by HM Inspectors on adult basic education and English as a second language as provided through special adult learning programmes in South Bedfordshire. Stanmore: Department of Education and Science, 1985.
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Orme, David. English language: A blueprint for key stage 3. Cheltenham: S. Thornes, 1995.
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Militao, Saimon Laiti. The role of teachers' resource centres in in-service education programmes with special focus on local heads of English department in schools as advisers with reference in Mozambique. (UK): (s.n.), 1994.
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The book of days: A resource book of activities for special days in the year. Cambridge, UK: Cambridge University Press, 1999.
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Aitken, Gillian. Spotlight on blends. Stourbridge: Robinswood Press, 1997.
Find full textBook chapters on the topic "Special English Programme"
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Mohsen Al-Wadi, Dr Hasan. "Is it Training or Professional Development? Towards an Alternative Approach in Professional Growth for EFL/ESL Teachers." In Innovations in Educational Leadership and Continuous Teachers' Professional Development, 161–80. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832508.
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Teacher education nowadays enjoys a high priority for officials and decision makers within the education sector in general and the field of English language teaching in specific. The understanding and determination of the main elements that constitute a particular teacher education programme for language teachers, such as the approach, structure and content is fundamental when designing any teacher education programme for novice language teachers to be qualified to perform sufficiently in the profession. This paper presents a critical review of the main approaches in the in-service programmes as a one type of the teacher education programmes in relation to the main concepts ―training‖, ―development‖ and ―education‖, with a special reference to the reality of teacher education programme for English language teachers in the Kingdom of Bahrain. The paper also offers an alternative approach with its elements for English language teachers‖ training and development.
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Higgins, Melissa Christine. "English Language Learners and the Response to Intervention Model." In Advances in Early Childhood and K-12 Education, 198–222. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8516-1.ch009.
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English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.
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Nyarambi, Arnold, and Zandile P. Nkabinde. "The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education." In Advances in Early Childhood and K-12 Education, 83–99. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4712-0.ch005.
Full textAbstract:
Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.
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Gambrell, James A. "Embracing Teaching as Social Activism." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 322–40. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch018.
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This chapter discusses “Becky's” (pseudonym) awakening to the possibility of education as a vehicle for social justice (Ladson-Billings, 1998). Among the participants in this study (N = 8), Becky demonstrated the greatest degree of transformation toward critical social thought (Brookfield, 2012). She came to see her role as a future educator as one in which she celebrated and actively included the cultures and language(s) of her English learners in her classroom (Johnson-Bailey, 2012). Although scholarship on transformative learning indicates that feeling cultural or linguistic “otherness” during study abroad increases critical social thought and action (Morgan, 2010; Ross, 2010), the author postulates that it was Becky's sense of cultural inclusion that impacted her development of social awareness. This newfound socio-political transformation led her to seek certifications in both English for speakers of other languages (ESOL) and special education following the study-abroad program.
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Inoue, Yukiko, and Suzanne Bell. "Second Language Acquisition and Online Learning." In Teaching with Educational Technology in the 21st Century, 172–212. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-723-2.ch007.
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In responding to the need for quality EFL (English as a Foreign Language) teacher education, my university also offers English majors an EFL teacher education course, which can be counted toward teacher accreditation program credits. The EFL methodology course includes lectures and activities to familiarize students with theoretical bases of EFL instruction and hands-on classroom practices. One special component of the course is the incorporation of cross-cultural e-mail correspondence, allowing prospective teachers to communicate with fellow pre-service bilingual/ESL teachers in the United States. The cross-cultural component of the course is an attempt to foster the prospective teachers’ reflectivity through social/interpersonal interactions with a distant group of colleagues made possible by Internet technology. (Liaw, 2003a, pp. 1-2)
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Green, Lucy, and Fethi Inan. "Web 2.0 as Potential E-Learning Tools for K-12 English Language Learners." In Free and Open Source Software for E-Learning, 222–40. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-917-0.ch014.
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Federal legislation demands academic success of all students as well as instructional modifications for special needs students. Even so, school districts struggle with funding educational programs and products that would greatly benefit students grappling with language and content acquisition. Free and open source Web 2.0 tools present exciting opportunities for the creation of educational material that reflects best teaching practices for English Language Learners. The chapter conducts an analysis of second language acquisition research that identifies the most common components of effective second language teaching practice. With these determined, the attention is focused on the characteristics of Web 2.0 technologies that might be used to promote educational activities and opportunities that embody these effective SLA pedagogical practices while meeting the unique instructional needs of ELL students. Although the chapter focuses on ELL students, many of the instructional methods and technology tool characteristics will benefit other students in all content areas.
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Maynard Smith, John, and Eors Szathmary. "The origin of language." In The Major Transitions in Evolution. Oxford University Press, 1997. http://dx.doi.org/10.1093/oso/9780198502944.003.0021.
Full textAbstract:
The past 30 years has witnessed a debate between the holders of two very different views about how humans are able to talk. The behaviourists, following B. F. Skinner, argue that we learn to talk in the same way that we learn any other skill. Children are rewarded when they speak correctly, and reproved when they make mistakes. We can talk, whereas chimpanzees cannot, because we are better at learning: there is nothing special about language. In contrast, Noam Chomsky and his followers have argued that humans have a peculiar competence for language, which is not merely an aspect of their general intelligence. We learn to utter, and to understand, an indefinitely large number of grammatical sentences, and to avoid an even larger number of ungrammatical ones, so we cannot possibly learn which sentences are grammatical by trial and error. Instead, we must learn the rules that generate grammatical sentences. These rules are of great subtlety, so that, although we acquire and apply them, we cannot formulate them explicitly. For example, consider the two following sentences: How do you know who he saw? (1) Who do you know how he saw? (2) How do you know who he saw? Who do you know how he saw? Every speaker of English knows at once that is grammatical, and is not. But what rule tells us this? No-one but a trained linguist would have any idea, any more than a non-biologist would know how the rate of beating of the heart is adjusted to meet changing demands. In section 17.3, we describe a hypothesis about the rule that tells us that is ungrammatical: it is a subtle rule, but as yet no-one has thought up a simpler one. It is hard to believe that we could so painlessly master such rules unless we were genetically predisposed to do so. More generally, it is still beyond the wit of linguists and computer scientists to write a language-translating programme, yet many 5-year-olds know two languages, do not mix them up, and can translate from one to the other. A second reason for thinking that we cannot learn to talk by trial and error lies in the poverty of the input on which a child must rely. After hearing a finite set of utterances, a child learns to generate an indefinitely large number of grammatical sentences. This implies that the child learns rules, and not merely a set of sentences.
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Hochschild, Jennifer L., and Nathan Scovronick. "Public Schools in the New America." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0012.
Full textAbstract:
THE LANDSCAPE OF PUBLIC SCHOOLING in the United States has changed dramatically over the past 40 years, in part because of substantial movement toward the collective goals of education. Schools are more racially integrated than before Brown v. Board of Education; desegregation continues to contribute to the growth of the black middle class. Levels of school funding are higher than a generation ago, and in many states funding is more equitable across districts. Children with severe disabilities spend more of their days in the mainstream; children with subtle learning problems are increasingly identified and helped; parents have the legal right either to challenge the separation of children with disabilities or to demand special services for them. Most English language learners get at least some help in making the transition to English-speaking classes. Dropout rates have declined for whites and for blacks (although not for Hispanics). NAEP scores are higher in many subjects in most grades, with the greatest gains being made by black students. Most states have adopted standards and are developing curricula and professional development programs to bring those standards into the classroom; some states have shown demonstrable improvement in student learning as a consequence. Schools are increasingly sensitive to students from varied religious and ethnic backgrounds, and curricula are more multicultural. Ability grouping is more flexible than it used to be, more students have access to Advanced Placement classes, more take a reasonably demanding curricula, and more attend college. Through it all, despite concerns and disagreements, Americans have sustained their commitment to public schooling. While conflicts over education policy remain serious and policy irrationality persists, policy and practice have changed in ways that bring the ideology of the American dream closer to reality. These developments took place mostly in a context of economic stability (or even great prosperity) that made it relatively easy to dedicate more resources to public education. Broader political, social, and demographic developments, beginning with civil rights protests, also strongly affected them. Yet schools would not have moved toward greater quality, equality, and inclusiveness unless enough Americans believed deeply in the American dream and expected public education to foster the institutions and practices needed both to promote the pursuit of individual dreams and to keep democracy vital.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.
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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
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Copeland, Jack, and Diane Proudfoot. "Connectionism: computing with neurons." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0039.
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Modern ‘connectionists’ are exploring the idea of using artificial neurons (artificial brain cells) to compute. Many see connectionist research as the route not only to artificial intelligence (AI) but also to achieving a deep understanding of how the human brain works. It is less well known than it should be that Turing was the first pioneer of connectionism. Digital computers are superb number crunchers. Ask them to predict a rocket’s trajectory or calculate the financial figures for a large multinational corporation and they can churn out the answers in seconds. But seemingly simple actions that people routinely perform, such as recognizing a face or reading handwriting, have been devilishly tricky to program. Perhaps the networks of neurons that make up a brain have a natural facility for these and other tasks that standard computers simply lack (Fig. 29.1). Scientists have therefore been investigating computers modelled more closely on the biological brain. Connectionism is the science of computing with networks of artificial neurons. Currently researchers usually simulate the neurons and their interconnections within an ordinary digital computer, just as engineers create virtual models of aircraft wings and skyscrapers. A training algorithm that runs on the computer adjusts the connections between the neurons, honing the network into a special-purpose machine dedicated to performing some particular function, such as forecasting international currency markets. In a famous demonstration of the potential of connectionism in the 1980s, James McClelland and David Rumelhart trained a network of 920 neurons to form the past tenses of English verbs. Verbs such as ‘come’, ‘look’, and ‘sleep’ were presented (suitably encoded) to the layer of input neurons. The automatic training system noted the difference between the actual response at the output neurons and the desired response (such as ‘came’) and then mechanically adjusted the connections throughout the network in such a way as to give the network a slight push in the direction of the correct response. About 400 different verbs were presented to the network one by one, and after each presentation the network’s connections were adjusted. By repeating this whole procedure approximately 200 times, the connections were honed to meet the needs of all the verbs in the training set. The network’s training was now complete, and without further intervention it could form the past tenses of all the verbs in the training set.
Conference papers on the topic "Special English Programme"
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Qi, Zhang, and Ang Lay Hoon. "Subtitle Translation Strategies of Dish Name in the Chinese Documentary-A Bite of China 1." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-2.
Full textAbstract:
With the implementation of “go globally” strategy of Chinese culture, a large number of Chinese films and TV programs have been produced to go abroad. As a medium and carrier of cultural communication, the quality of documentary subtitle translation determines whether Chinese culture can be appropriately disseminated or not. This paper aims to investigate the translation strategies of culture-specific items with special focus on name of dishes. The object of study in this paper is A Bite of China 1 produced by CCTV in 2012, which is not only about Chinese foods but also geography, local customs and dietary habit. Firstly, by using comparative approach, the linguistic characteristics are discussed to identify the similarities and differences between source and translated dish names. Then the translation strategies for dish name are examined. Next, such factors affecting translation strategies as cultural ideology is analyzed. The objective of this paper is to study what translation strategies are possibly adopted when translating Chinese dish name into English in the documentary. The findings show that in the process of dish name translation of Chinese documentaries, domestication and foreignization are two frequently used strategies which is complementary to each other.
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Zhao, M., and N. Tailor. "Development of a Test Facility and Its Application for Validation and Reliability Testing of Safety-Critical Software." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29958.
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This paper describes a versatile test facility developed by AECL for validation and reliability (V&R) testing of safety-critical software used in the process trip computers for CANDU reactors. It describes the hardware and software aspects of the test facility. The test hardware consists of a test rig with a test computer used for executing the test software and a process trip computer emulator. The test software is comprised of an operating system, a test interpreter, a test oracle, and a man-machine interface. This paper also discusses the application of the test facility in V&R testing of the process trip computer, how test scripts are prepared and automatically run on the test computer, and how test results are automatically generated by the test computer, thus eliminating potential human errors. The test scripts, which contain specific instructions for testing, are text files written in a special AECL test language. An AECL Test Language Interpreter (ATLIN) program interprets the test scripts and translates structured English statements in the test scripts into test actions. The intuitive nature of the special AECL test language, the version controlled test scripts in text format and automatic test logging feature facilitate the preparation of test cases, which are easy to repeat, review and readily modifiable, and production of consistent results. This paper presents the concept of adding a process trip computer emulator for use in preparation of V&R testing. The process trip computer emulator is designed independently from the actual process trip computer but based on the same functional specification as for the process trip computer. The use of the process trip computer emulator allows the test scripts to be exercised before the actual process trip computers are available for V&R testing, thereby, resulting in a significant improvement to the project schedule. The test facility, with the built-in process trip computer emulator, is also a valuable training tool for the V&R staff and plant personnel.