The presentation went well, learned a lot and for those who saw please have a look here, presentation posting on the way!
Yoshida Kensaku is a very thought provoking, engaging researcher. Speaking from my own experience, after every lecture I have seen by him, I have a deeper understanding of English education in Japan. If you have a chance to hear him speak on March 21st by all means please attend. To register either fax the pdf or register at the Academia’s main site. http://www.pref.kanagawa.jp/cnt/f7807/
A post about the value personalized selection for a pedagogical corpus.
Originally posted on TEFLtastic blog:
Perhaps the biggest problem with corpora is the fact that none of them are more than an approximation of the English that individual students will come across and/ or need. In fact, as I said in my last post, I think in many cases it is such a big problem that it leads to results that are worse than teachers and materials writers just taking an intelligent guess at what language to base classroom materials on. This post seeks to show one way in which both of those ends of that materials development spectrum could come together, improving both along the way.
The basic idea is to base materials and classes on the English that students are themselves most likely to come across. For most people outside English-speaking countries, I believe that these are probably the most useful sources and kinds of language:
- English words used in their language (abbreviations…
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Sun, Nov 23, 2:10 PM – 3:10 PM; Rm 405 B
- Context: Junior/Senior High School
- Content area: Teacher Education (TED)
- Format: Workshop
- Language: English and Japanese
The focus of this workshop is on micro-skills for teacher training and how it can help teachers of English prepare to meet the standards of educational policy in Japan.
In contrast to conventional teacher training, which consists mostly of lectures on teaching methodology we offer an alternative which starts with the idea that teaching is a “performance based” profession. To do this, the teacher needs to practice specific classroom related skills in the company of peers who can offer feedback.
I think Professor Hall is accurate with his description of the situation of non-immersion countries, like Japan where I currently live and teach. The policy on primary school English education here seems to be going in the right direction, yet what needs be done is to provide adequate support for teachers and schools in order to make a successful transition.
In terms of the debate though, I think primary ELT does not do any harm. Teachers even here in Japan notice a difference in the attitudes students have for English which did not exist years ago. The change is a change of affect, in that they feel more ready for English in middle school now due to their exposure in primary school. This makes a big difference in my opinion.
Originally posted on Oxford University Press:
Ahead of the ELT Journal debate at IATEFL 2014 in Harrogate, Graham Hall, editor of ELT Journal, presents an introduction to the motion of the debate.
The ongoing expansion of English language teaching for Primary age learners and teenagers has been a notable feature of ELT in recent years. In many countries, English is now compulsory in primary as well as secondary education, whilst English for Pre-school learners is also increasingly common. Some estimates suggest that up to 80 per cent of English language teaching globally is directed, in diverse contexts, at students in Primary or Secondary schools. As the exact cut-off point between Primary and Secondary education varies around the world, let’s assume for this blog that we’re referring to teaching children of pre- and/or post-11 years old).
As both parents and educational authorities seek to increase younger learners’ English language skills, we can’t assume that an earlier start…
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This is just what I needed to read. A level headed approach to learning to code. Yes I have felt the fustration, the bordom, the perplexity of learning code. I really appreciate this post becasue Ray understands the process, and the coders’ secret (surfing google till you find the code, then copy and paste, which I too am quite guilty of but enjoy none the less.)
Also the best advice: follow the tutortial. This too is something I need to adopt becasue one book of Java I was reading was to write code for a determining the sale price of an item, which to me was understandable, but quite boring in terms of content. It was not enticing enough for me to write as a program. Probably the best thing to do is either find a more enaging tutorial or like Ray suggests, just go though the motions even though you don’t understand it. Sometimes the process, once completed, provides insights that would never have occured if you avoid the process.
Anyway click the link and read on….
Thank you Kate Ray for the suggestions, and the mental support!
Originally posted on TechCrunch:
One of the most dangerous things I’ve seen happen to people who are just starting to code is being told that it’s easy.
Here’s what your brain does:
Drawing by me. (I am better at coding than drawing.)
Most programming doesn’t require a special brain, but it’s more frustrating and messier than anyone lets on. There are thousands of enthusiastic blog posts, classes and apps that aim to entice you with the promise of a slick, unequivocal procedure for learning to code. They rarely mention the tedium of getting your environment set up (which, trust me, even the nicest of your programmer friends don’t want to help you with, because that stuff is mad frustrating and nobody remembers how they did it).
They don’t tell you that a lot…
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First I want to thank Steve Cornwell and all of the staff, guest speakers, and all the wonderful people I met at the Osaka ACLL/ACTC 2014! I look forward to next years event and I strongly recommend this conference in order to get a broader view of languge teaching practice and research across Asia!
Regarding my presentation, if you would like references to the literature I mentioned please click here.
Also since there has been a lot of interest in what we do with our writing program… here is the pdf of my powerpoint. Enjoy!
In addition, there will be a video coming up soon on how to make an example-driven style of feedback for writing, so please stay tuned….
This is great adivce to the language teacher! I certainly agree with everything here but I am a little weary of giving stickers unless it is given sparingly. My answer to the forth point is to tell jokes in class if you are the teacher, particulary jokes that involve both L1 and L2 words. It could help students remember certian vocabulary if it is presented in a pun. But don’t overdo it though. My colleauges can attest to this!
Originally posted on Oxford University Press:
I find myself in the classroom in an unfamiliar position. It’s not the fact that I’ve given up teaching that makes this a new experience for me. It is the fact that I’m a student again. I’m learning Spanish and am sitting behind the desk, no longer the decision-maker who tells the learners what to do, but the student awaiting instructions and wondering if I understood them.
I’m rediscovering how uncertain, vulnerable and anxious it can feel to be a language student. Most of the reading, writing, listening, speaking and (most importantly) thinking in the target language (TL) happens in the classroom. I know I am there to improve my language; my motivation as an adult learner is high, yet I have to admit I could speak…
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An excellent blog that begins with the recent news about Getty Images allowing bloggers to embed their pictures without fear of litigation. This is cleverly used as a springboard to discuss the idea of the “fair use” of images, and the myths surrounding it. Also check out a list of sites which enable someone to find unrestricted or creative commons images. I appreciate this since I too use images not only for my work on the Internet, but also for teacher training. While we want to encourage language teachers to adopt images, it is important that they are aware of the issues surrounding the fair use of images. Thank you Teacher Phili, keep up the blogging!
Originally posted on Teacher Phili:
Following the news that Getty Images have just taken the decision to allow images (1) on its site available for bloggers to use for free, I thought it would be timely to look at the issue of digital image copyright on the Internet and where you can find copyright free photos and images that you can use to illustrate your blog or other online material which can be seen by anyone.
It’s a massive change of direction from the company, which had previously developed a reputation for being litigious about unlicensed use of its photography, suing small organisations for infringement. Getty has not been able to stop people using and redistributing its images without permission, so it is adopting a more pragmatic approach to the question of how to make money from its images.
Using Getty’s new embed feature, bloggers can…
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It was time. A time for a change…..of theme. One thing that struck me was the fact that the previous WordPress theme I used was not so kind to mobile devices, at least when I looked at the mobile view my theme Ambiru had offered.
The downside is that my pictures are now grainy, so gotta get a new image up sometime. So stay tuned.
The moral of this story: be kind to the smartphone user, they are the future!