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Artykuły w czasopismach na temat „English language teaching”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 28 października 2023

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Sartor, Valerie. "Teaching English in Turkmenistan". English Today 26, nr 4 (3.11.2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.

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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.

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Erdem, Mustafa. "Literature in English Language Teaching". European Journal of Language and Literature 4, nr 1 (30.04.2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.

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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo". Learning & Education 10, nr 2 (16.09.2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.

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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.

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K.Rajkumar, K. Rajkumar, i Dr P. Nagaraj Dr.P.Nagaraj. "Innovative Methods in English Language Teaching". Indian Journal of Applied Research 1, nr 11 (1.10.2011): 67–69. http://dx.doi.org/10.15373/2249555x/aug2012/23.

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M.Dhanabhakyam, M. Dhanabhakyam, i Rajkumar K. Rajkumar. K. "Developing English Language Teaching Through Call". International Journal of Scientific Research 1, nr 4 (1.06.2012): 81–82. http://dx.doi.org/10.15373/22778179/sep2012/28.

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Mehta, Dr Hetal J. "Current Trends In English Language Teaching". Indian Journal of Applied Research 1, nr 12 (1.10.2011): 116–18. http://dx.doi.org/10.15373/2249555x/sep2012/40.

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Normurodovna, Abdirakhimova Mokhigul. "ESSENTIALS FOR SUCCESSFUL ENGLISH LANGUAGE TEACHING". International Journal of Pedagogics 03, nr 06 (1.06.2023): 42–47. http://dx.doi.org/10.37547/ijp/volume03issue06-12.

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This article outlines and describes eight Essentials of Second Language Education that fit with the CLT paradigm shift. It focuses on one of the eight essentials and the concludes. These eight essentials are: encourage Learner Autonomy, emphasize the Social Nature of Learning, develop Curricular Integration, Focus on Meaning, celebrate Diversity, expand Thinking Skills, utilize Alternative Assessment methods, and promote English language Teachers as Co-learners.

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Makukhina, S. V. "INTERACTIVE ENGLISH LANGUAGE TEACHING". Тrаnscarpathian Philological Studies 2, nr 20 (2021): 40–43. http://dx.doi.org/10.32782/tps2663-4880/2021.20.2.7.

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Madsen, Alan L., i John H. Bushman. "Teaching the English Language". English Journal 78, nr 4 (kwiecień 1989): 95. http://dx.doi.org/10.2307/819352.

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Spangehl, Stephen D., i John H. Bushman. "Teaching the English Language". Language 65, nr 4 (grudzień 1989): 878. http://dx.doi.org/10.2307/414954.

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Moser, Kelly, Daina Zhu, Ha Nguyen i Emily Williams. "Teaching English Language Learners". International Journal of Teacher Education and Professional Development 1, nr 1 (styczeń 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

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Pennington, Martha C., i Barbara J. Hoekje. "Framing English language teaching". System 46 (październik 2014): 163–75. http://dx.doi.org/10.1016/j.system.2014.08.005.

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Ko, Charles. "English Language Teaching: Teaching of Hedges". Journal of Education and Learning (EduLearn) 8, nr 2 (1.05.2014): 106. http://dx.doi.org/10.11591/edulearn.v8i2.212.

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Wang, Qingli. "Teaching of English Vocabulary". Learning & Education 10, nr 2 (16.09.2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.

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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.

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Prayatni, Ida. "Teaching English For Young Learners". Jurnal Ilmiah Profesi Pendidikan 4, nr 2 (30.11.2019): 106–10. http://dx.doi.org/10.29303/jipp.v4i2.90.

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Abstract : Language as a means of communication plays very important role in social relationship among human beings. The English language is the first foreign language we teach to children at very early stages of schooling. The primary aim of teaching English in the early years of schooling is to motivate young learners to be ready and have self-confident in learning English at higher levels of education. Some children are born to parents who are polyglots, so they have to acquire two or three different languages. Some others learn second or third language because they have to immigrate to a new country. Others learn English as foreign language because English is not their native language in their country. Teaching English to young learners then can be beneficial or detrimental to learners. It will be beneficial if the teachers can facilitate learning and enable learners to bring to language learning their curiosity and eagerness to make sense of the world, as a result, the teachers may help the learners are able to overcome their problem even the most demanding tasks with enthusiasm and willingness.Keywords : Teaching English, English for young learners

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Andriansyah, Andriansyah, Ayyub Abdurrahman i Regina Rahmi. "The Significance of Teaching Academic English for English Language Learners". International Journal of Education, Language, and Religion 1, nr 1 (10.11.2019): 14. http://dx.doi.org/10.35308/ijelr.v1i1.1719.

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In this paper, we will discuss some topics related to supporting English Language Learners (ELLs) in developing their English as an academic language. Firstly, we describe the general issues of ELLs; including what languages are learned the most. Secondly, we provide some topics related to the effectiveness of instructional practice in ELs’ teaching, type of instructional practices to support ELLs including some topics related to using L1 and L2 in teaching, the importance of teaching English at the younger aged or Teaching English to Young Learners. Lastly, we draw upon some issues related to the effective practice of teaching and learning for ELLs especially the importance of academic language, in particular to the English language learners. In addition, in this paper we use the term of ELLs and ELs, refers to the English Learners since the English Language Learners has been changing to be just English Learners (ELs) recently.

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McKinley, Jim, i Heath Rose. "English language teaching and English-medium instruction". Journal of English-Medium Instruction 1, nr 1 (21.01.2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.

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Neupane, Padam Prasad. "Translanguaging in English Language Teaching". BMC Journal of Scientific Research 4, nr 1 (31.12.2021): 42–48. http://dx.doi.org/10.3126/bmcjsr.v4i1.42247.

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This study explores teachers’ perspectives and practices on translanguaging in English language teaching. Especially, it focuses on how English language teachers perceive and explicate the meaning of translanguaging. The researcher got the primary data from the teachers in different private and public schools in Chitwan. All the respondents were studying in the 4th year of B.Ed major English at Birendra M. Campus Bharatpur; they all were teachers as well. First of all, some survey questions which were related to the study were sent to them via mail and got the written responses by the same means. It happened in such a way because of the lockdown due to the COVID-19. To understand the issue further, I arranged the interview and focus group discussion. I followed the standard process of analysis i.e., coding, categorizing, thematizing, and discussion. Respondents were aware of translanguaging and they took it positively. They agreed that bringing the native languages of every student to classrooms was challenging. They claimed that translanguaging enhances students’ creativity and participation in class.

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Satullaeva, Nargiza, i Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language". American Journal of Social Science and Education Innovations 02, nr 08 (25.08.2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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Kamberi Spahiu, Edita. "Creative Teaching Methods in English Language Teaching". International Journal of Applied Language Studies and Culture 1, nr 1 (31.10.2018): 149–71. http://dx.doi.org/10.34301/alsc.v1i1.11.

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McIver, N. "Teaching Unplugged: Dogme in English Language Teaching". ELT Journal 63, nr 4 (14.09.2009): 419–21. http://dx.doi.org/10.1093/elt/ccp072.

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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching". Indonesian JELT: Indonesian Journal of English Language Teaching 13, nr 2 (31.10.2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

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Enesi, Miranda, Ekaterina Strati i Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education". International Journal of Education and Practice 11, nr 2 (12.04.2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

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Ergashev, K. "Newwave in English Language Teaching". Bulletin of Science and Practice 5, nr 4 (15.04.2019): 426–30. http://dx.doi.org/10.33619/2414-2948/41/61.

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In recent years, Information and Communication Technologies (ICT) have been gaining ground in the educational field. Their use in the class of English as a foreign language presents great advantages, not only in terms of linguistic learning — as numerous studies have clearly demonstrated — but also as regards personal skills — since students experience the learning of English from new and novel perspectives. This article offers an analysis of some of the most innovative methodologies nowadays making use of ICTs for the teaching of English.

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Marasini, Nabin Chandra. "Teaching English Language through Literature". NUTA Journal 6, nr 1-2 (22.03.2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.

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Aslamiah, Suaibatul. "English Language In Teaching Methodology". PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC) 1, nr 1 (15.07.2022): 8–18. http://dx.doi.org/10.56489/peel.v1i1.72.

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Abstract This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students’ multiple intelligences and improve English skills together with easy and fun activities. Key words: English, Teaching, and Methodology Abstrak Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun. Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.

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Kulić, Danijela. "Music in English language teaching". Зборник радова Филозофског факултета у Приштини 49, nr 1 (2019): 107–24. http://dx.doi.org/10.5937/zrffp49-20417.

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Madhavi, E. "Aspects of English Language Teaching". IOSR Journal of Humanities and Social Science 19, nr 9 (2014): 10–12. http://dx.doi.org/10.9790/0837-19981012.

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Wyse, Dominic. "Teaching English, language and literacy". Cambridge Journal of Education 39, nr 3 (wrzesień 2009): 287–90. http://dx.doi.org/10.1080/03057640903106424.

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Kanayama, Hitomi, S. Kathleen Kitao i Kenji Kitao. "Fundamentals of English Language Teaching". TESOL Quarterly 35, nr 1 (2001): 202. http://dx.doi.org/10.2307/3587871.

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Gallagher, Hugh G. "Teaching English, language and literacy". English in Education 43, nr 2 (czerwiec 2009): 181–85. http://dx.doi.org/10.1111/j.1754-8845.2009.01039.x.

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Lewis, Marilyn. "Spirituality and English Language Teaching". Innovation in Language Learning and Teaching 14, nr 4 (19.03.2019): 393–94. http://dx.doi.org/10.1080/17501229.2019.1591420.

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KAISER, DJ. "English language teaching in Uruguay". World Englishes 36, nr 4 (26.10.2017): 744–59. http://dx.doi.org/10.1111/weng.12261.

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Vettorel, Paola. "Decolonizing Primary English Language Teaching". ELT Journal 72, nr 2 (23.02.2018): 217–19. http://dx.doi.org/10.1093/elt/ccx065.

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Honna, Nobuyuki, i Yuko Takeshita. "English Language Teaching in Japan". RELC Journal 36, nr 3 (grudzień 2005): 363–83. http://dx.doi.org/10.1177/0033688205060055.

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Kirkgoz, Yasemin. "English Language Teaching in Turkey". RELC Journal 38, nr 2 (sierpień 2007): 216–28. http://dx.doi.org/10.1177/0033688207079696.

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Deckert, Glenn, i Bill Johnston. "Values in English Language Teaching". TESOL Quarterly 40, nr 4 (1.12.2006): 872. http://dx.doi.org/10.2307/40264321.

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Little, D. G. "Video in english language teaching". System 14, nr 1 (styczeń 1986): 93. http://dx.doi.org/10.1016/0346-251x(86)90054-0.

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Dunlop, Ian. "Management in english language teaching". System 21, nr 1 (luty 1993): 121–23. http://dx.doi.org/10.1016/0346-251x(93)90014-8.

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Chapelle, Carol. "Computers and English language teaching". System 24, nr 1 (marzec 1996): 138–41. http://dx.doi.org/10.1016/0346-251x(96)84116-9.

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Rea-Dickins, Pauline. "Evaluation and English language teaching". Language Teaching 27, nr 2 (kwiecień 1994): 71–91. http://dx.doi.org/10.1017/s0261444800007679.

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Dolsa, Gabriela. "Decolonizing primary English language teaching". International Multilingual Research Journal 12, nr 4 (24.01.2018): 305–6. http://dx.doi.org/10.1080/19313152.2018.1429735.

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a, h., i u. u. "METHODS OF TEACHING ENGLISH LANGUAGE." Theoretical & Applied Science 74, nr 06 (30.06.2019): 646–49. http://dx.doi.org/10.15863/tas.2019.06.74.81.

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Mee, Cheah Yin. "English Language Teaching in Singapore". Asia Pacific Journal of Education 22, nr 2 (styczeń 2002): 65–80. http://dx.doi.org/10.1080/0218879020220207.

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Singhasiri, Wareesiri. "Practical English Language Teaching: Reading". rEFLections 15 (31.12.2012): 77–79. http://dx.doi.org/10.61508/refl.v15i0.114220.

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Pojanapunya, Punjaporn, i Wilaksana Srimavin. "Practical English Language Teaching: Listening". rEFLections 14 (30.12.2011): 78–81. http://dx.doi.org/10.61508/refl.v14i0.114231.

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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING". TEFLIN Journal - A publication on the teaching and learning of English 21, nr 2 (29.08.2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.

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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.

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Harmer, J. "Exploring English Language Teaching: Language in Action". ELT Journal 66, nr 3 (21.06.2012): 394–96. http://dx.doi.org/10.1093/elt/ccs023.

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Davison, Megan Dunn, i Cathy Huaqing Qi. "Language Teaching Strategies for Preschool English Learners". Perspectives of the ASHA Special Interest Groups 2, nr 1 (styczeń 2017): 170–78. http://dx.doi.org/10.1044/persp2.sig1.170.

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English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading approaches that are incorporated across home and school settings, explicit vocabulary instruction, and repeated exposure to vocabulary in both languages.

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Hlavatska, Yu L. "INTERCONNECTED ENGLISH SPEAKING ACTIVITIES TEACHING". ПЕДАГОГІЧНИЙ АЛЬМАНАХ, nr 53 (2023): 17–22. http://dx.doi.org/10.37915/pa.vi53.450.

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A foreign language, as an educational component, has a powerful potential for creating conditions for students’ cultural and personal development. The modern learning process forms in students a humanistic view of the world, based on universal human values and new thinking. By mastering the English language, students of higher education institution acquire additional opportunities for receiving and transmitting information. At least two languages (native and foreign) create a favorable basis for the development of a general and linguistic outlook and foster a correct understanding of language as a social phenomenon. Today, knowledge of the English language is becoming a mandatory requirement, unhindered command of which, along with good professional skills, will allow a specialist to get a decent job and achieve a successful career. It has been noted that according to the activity approach, which forms the foundation of foreign language learning, the target setting of the foreign language didactic process consists in teaching four types of speaking activity – receptive (listening and reading) and (re)productive (speaking and writing). Speaking activity is manifested in real actions and operations that satisfy the work of specific speech mechanisms responsible for listening, speaking, reading and writing. The paper focuses on interconnected learning of the English language, taking into account the real communicative needs of higher education institution students. The integration of knowledge and the general principles of unity and integration define the essence of interconnected learning. An important component of interconnected learning is the commonality of language material, on the basis of which the skills of all types of speaking activity are formed. A key role in the sequence of work on types of speaking activity is played by the nature of lexical and grammatical material as a basis for the development of productive and receptive types of speaking activity. The language material must meet the linguomethodical selection criteria and be specially organized and controlled by the teacher.

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