41. Index Principles general information on language teaching theory and method. theory in teaching grammar, listening, speaking, reading, writing, and culture. http://www.nclrc.org/essentials/

Welcome to the NCLRC's Web site for college and university language instructors! How to use this site We recommend that you start with What Language Teaching Is , which gives a general description of learner-centered instruction and reflective teaching practice. Use the other Principles sections to develop your understanding of language teaching methodology. Use the Practice sections for guidance on specific language skill areas. What's on the site Principles : general information on language teaching theory and method. We believe that the best language teachers connect what they do in the classroom with a coherent, evidence-based idea of how people learn languages. This material helps instructors to make that connection. Practice : specific ways of applying theory in teaching grammar, listening, speaking, reading, writing, and culture. In these sections we address common concerns of language teachers and connect the material on this site with the ways language instruction takes place in actual classrooms and textbooks. For each topic we provide information on teaching goals and methods and guidance on developing learning activities, using textbook materials, and assessing laerners' progress. Examples : Examples in the text are drawn from English language teaching because English is the language shared by site users. We plan to add links to examples in Arabic, Chinese, French, German, Italian, Russian, and Spanish as the site develops.

42. ThisIsNotThat.com - Dona W. Brown, GS In Teaching The Language Skills The Use of general Semantics in Teaching the language Skills Although reading and writing difficulties seem to represent similar semantic blockages, http://dfwcgs.net/sampler/donabrown.html

The Use of General Semantics in Teaching the Language Skills In the Eighth Grade, 1936-38, at the Barstow School by Dona W. Brown Kansas City, Missouri Reprinted with permission from the volume Papers from the Second American Congress on General Semantics, 1941 . Compiled and edited by M. Kendig, and published in 1943 by the Institute of General Semantics www.time-binding.org Like many English teachers in high schools and junior colleges I have found that the attempt to improve my students' language skills constitutes the heaviest burden of my teaching. The language problem has been given a great deal of attention in recent years; hundreds of texts have been produced which are intended to teach the student to read, to write and to 'think'. Most of these books when analyzed prove to be mere re-formulations of 'ideas' which have been recorded many times before. The method of each is substantially the same, that of objurgation, or telling the student what to do without giving him a general method and a system for doing it or an insight into the causes of his difficulties. General semantics had been reported as effectively increasing the general 'intellectual' efficiency of groups of students and it seemed apparent that it could be applied in the particular field of language operations to replace the purely verbal, hortatory methods which prevail in most schools. In 1936 at the Barstow School for girls in Kansas City, Missouri, I set out to use this discipline for a direct attack upon the various language difficulties which I found in my classes. This paper presents a brief account of the methods and procedures that I used and the results I observed, and also some objective test data for the second group of students who were exposed to this training.

43. Teaching Thinking Skills Kagan, DM Evaluating a language Arts Program Designed to teach Higher Level Pearson, PD A CONTEXT FOR INSTRUCTIONAL RESEARCH ON reading COMPREHENSION. http://www.nwrel.org/scpd/sirs/6/cu11.html

S chool I mprovement R esearch S eries (SIRS) Research You Can Use Close-Up #11 Teaching Thinking Skills Kathleen Cotton Perhaps most importantly in today's information age, thinking skills are viewed as crucial for educated persons to cope with a rapidly changing world. Many educators believe that specific knowledge will not be as important to tomorrow's workers and citizens as the ability to learn and make sense of new information. D. Gough, 1991 INTRODUCTION Throughout history, philosophers, politicians, educators and many others have been concerned with the art and science of astute thinking. Some identify the spirit of inquiry and dialogue that characterized the golden age of ancient Greece as the beginning of this interest. Others point to the Age of Enlightenment, with its emphasis on rationality and progress (Presseisen 1986, p. 6). In the twentieth century, the ability to engage in careful, reflective thought has been viewed in various ways: as a fundamental characteristic of an educated person, as a requirement for responsible citizenship in a democratic society, and, more recently, as an employability skill for an increasingly wide range of jobs. Deborah Gough's words quoted at the beginning of this report typify the current viewpoint in education about the importance of teaching today's students to think critically and creatively. Virtually all writers on this subject discuss thinking skills in connection with the two related phenomena of modern technology and fast-paced change. Robinson, for example, states in her 1987 practicum report:

44. LEARNING & TEACHING subject areas 1) general Reference; 2) reading Literacy/English language Arts; language/reading skills. Technological implementation. Cost VH http://parent.sdsu.edu/resources/learning-teaching.htm

Introduction: This page contains learning and teaching resources aimed at strengthening literacy skills in a number of subject areas. The links include books and other learning resources distributed by exhibiters at various conferences in California such as the Title I Directors’ conference and the Achieving Schools conference. Our intent is to provide a convenient list of links to “no-cost or low cost” current materials and methods that might help parents support the work of classroom teachers. However, we have also included some of the more expensive instructional materials and methods that seem to be very interesting or complete. We have not evaluated these documents and sources. This is left to the viewer We have organized the materials and vendors into the following categories that correspond to general subject areas: 1) General Reference; 2) Reading Literacy/English Language Arts; 3) We have also coded the vendors according to price. Cost Range F L M H VH Variable Free Under $3.00 per copy $10 or under per copy Over $10.00 per copy

45. Resources | Subject Centre For Languages, Linguistics And Area Studies Text Modification in Foreign language Teaching the test had not only general reading comprehension questions but also specific vocabulary questions. http://www.lang.ltsn.ac.uk/resources/resourcesitem.aspx?resourceid=1313

46. Helping English Language Learners In The Classroom, Teaching Today, Glencoe Onli general Teaching Strategies for ELL Students. Use visual aids often. Encourage skim and scan reading strategies for textbook assignments. http://www.glencoe.com/sec/teachingtoday/subject/help_ELL.phtml

Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Helping English Language Learners in the Classroom From urban to rural settings, most schools are responsible for educating English Language Learners (ELLs). For students who are learning English as a second language, school can represent a formidable daily task, both socially and academically. In addition to the pressures that all adolescents experience, these students also experience a myriad of other strains: loss of identity, friends, and culture

47. Differentiating Reading Instruction In The Language Arts Classroom, Teaching Tod Teaching Today provides busy secondary teachers with teaching tips, general Readers. Connect. Initiate background knowledge by reviewing both the http://www.glencoe.com/sec/teachingtoday/subject/diff_reading_la.phtml

Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Differentiating Reading Instruction in the Language Arts Classroom English and language arts teachers spend considerable time building literacy skills with their students. This can be a challenge when students come to class with a wide variety of needs. By differentiating reading assignments, teachers can be successful in meeting the diverse needs that students bring to class. Students can build the literacy skills needed for all of their schoolwork by engaging in activities that improve their knowledge of how reading skills are transferred to other courses. Assess Reading First English and language arts teachers should begin the year by assessing each student's reading abilities. A variety of reading assessment tools is available to help you accomplish this; some are highly individualized and provide specific prescriptive approaches; some are more general in nature.

48. Curriculum Structure For Dip Ed (General) Programme Table 2 Curriculum Structure for Dip Ed Programme (Teaching general Subjects at Primary English language, DCE100, Teaching reading and Writing 1, 3 http://www.nie.edu.sg/itt_hb/web/dip05/dipgen/cst.html

CURRICULUM STRUCTURE FOR DIP ED PROGRAMME (TEACHING GENERAL SUBJECTS AT PRIMARY LEVEL) The curriculum structure of the Dip Ed (General, Primary) Programme is shown in Table 2 below: Table 2: Curriculum Structure for Dip Ed Programme (Teaching General Subjects at Primary Level) Year 1 Category / Subject Module Code Title No. of AUs EDUCATION STUDIES Educational Psychology I: Theories and Applications for Learning and Teaching Educational Psychology II: Providing for Individual Differences in Learning and Teaching and Classroom Management ICT for Engaged Learning CURRICULUM STUDIES (Select one of options A, B and C) Option A (Select 2 Curriculum Studies areas) Art (includes Subject Knowledge) Artistic Processes I The Development of Children's Art and its Implications for Teaching Artistic Processes II English Language Teaching Reading and Writing 1 Teaching Reading and Writing 2 Mathematics Teaching and Learning of Primary Mathematics I Music Music Curriculum I Science Curriculum and Pedagogy for Primary Science Social Studies Teaching Social Studies in the Primary Classroom I Option B English Language Teaching Reading and Writing 1 Teaching Reading and Writing 2 Mathematics Teaching and Learning of Primary Mathematics I Option C (Select 3 Curriculum Studies areas) Art (includes Subject Knowledge) Artistic Processes I The Development of Children's Art and its Implications for Teaching Artistic Processes II English Language Teaching Reading and Writing 1 Mathematics Teaching and Learning of Primary Mathematics I

49. English Language Teaching Web : Online Courses English for Everybody A large site with business English, reading, Online English Programs with The Boston language Institute general English and http://www.eltweb.com/liason/Online_Courses/

Home Search Options English Language Teaching Web : Online Courses Online Courses Home Add a Site Modify a Site What's New ... Search Inside English Language Teaching Web Business English CDROMs Discussion forums Teacher Training Writing Links: The Canadian Conversational Online Tutor - Canconverseonline uses structured one-on-one conversations to help students become fluent English speakers. - (Added: 18-Apr-2005) [Rate It] New! English for Everybody - A large site with business English, reading, games and an online grammar course. - (Added: 15-Nov-2001) [Rate It] Acclaimed online ESL Courses - A top-rated online ESL school offers online ESL designed to improve English speedily, conveniently and enjoyably. Come and take our free placement tests. - (Added: 2-Oct-2003) [Rate It] American English Institute - Online, interactive English school will help you improve your English skills conveniently and easily with our Intensive English Program. Choose from a variety of Online courses, including General English (Levels I, II, and III), Business English, TOEFL Mastery and TOEFL Preparation, and more! Your success starts right here. - (Added: 3-Jun-2003) [Rate It] English for Nurses and Medical Personnel - English for Overseas Nurses website. Offers English for Nurses and Medical Personnel course ON-LINE. -

50. Teaching Reading To English Language Learners Teaching reading to English language Learners. In general, the following are critical variables that need to be targeted in effective reading http://ezinearticles.com/?Teaching-Reading-to-English-Language-Learners&id=39844

51. YouthLearn: Learning Activities Projects · general Info · language Arts reading The key to most education, especially to teaching reading and writing, is repetition, http://www.youthlearn.org/learning/activities/language/index.asp

Our Approach Planning Guides Teaching Techniques Reading Acting Out Patterns in Poetry Chapter Book Writing Pattern Writing Pattern Writing from Books Pattern Writing Storytelling Writing Stories Developing Stories Panel Book Storyboards Teaching Language Skills Out-of-school programs have a unique opportunity to help children master basic language skills because they can apply more flexible approaches to reinforce what kids are learning in their K-12 classrooms. Learning centers can provide unique activities, help with homework, and give personal attention to children who may be struggling with reading or writing. The language arts lesson ideas available on YouthLearn include those that focus on reading skills, such as Creating a Chapter Book ; those that build writing skills such as Pattern Writing from Books and Poems ; and those that focus on storytelling skills such as Developing Stories With Maps . See the sidebar on the right for a list of all the language arts lessons. Note that the activities are organized around particular skills and techniques, rather than age, for the important reason that kids in your programs have various skills levels, regardless of their age. Your activities must always be

52. Newspapers As A Teaching Resource For Adult Learners. ERIC Digest. One of the suggested techniques uses the newspaper for brief reading workouts, The 12week curriculum was devised to teach grammar and language skills http://www.ericdigests.org/2001-1/newspapers.html

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog Newspapers as a Teaching Resource for Adult Learners. ERIC Digest. by Aiex, Nola Kortner Despite the existence of the "Newspaper in Education" (NIE) program in many elementary and secondary schools, the newspaper remains an often overlooked resource which can be incorporated into almost any teaching curriculum, and which is particularly useful for teaching older remedial students and adults. This Digest discusses some ways in which newspapers can be used in teaching language skills and basic literacy to adults and learning disabled students, as well as to students of English as a Second Language. ADULT LEARNERS Newspapers can be a valuable tool for teachers who work with adult education students. Fenholt (1985) outlines a series of activities that employ the newspaper as a learning resource to develop both reading and life skills. Her contention is that regular elementary level reading materials fail to motivate readers at the adult level and might be embarrassing for some adults to use. She sees the newspaper as a more comfortable instructional fit for adult learners. Fenholt's activities booklet is aimed at adults who want to read on an intermediate level and pass the graduate equivalency diploma (GED) test. "Between the Lines: A Basic Skills Newspaper Pack" (1994), from England's Adult Literacy and Basic Skills Unit, incorporates source materials from local and regional newspapers from different parts of the United Kingdom into many types of learning activities to develop literacy skills. The activities pack has been developed in an open learning format and may be used for assignments, development of skimming and scanning skills, individual study, and development of indexing skills.

53. Communicative Language Teaching: An Introduction And Sample Activities. ERIC Dig Students listen to a passage to get general understanding of the topic or message. Initiatives in communicative language teaching. reading http://www.ericdigests.org/1993/sample.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: Galloway, Ann Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. Communicative Language Teaching: An Introduction and Sample Activities. ERIC Digest. This digest will take a look at the communicative approach to the teaching of foreign languages. It is intended as an introduction to the communicative approach for teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers' and students' roles differ from the roles they play in other teaching approaches. Examples of exercises that can be used with a communicative approach are described, and sources of appropriate materials are provided. WHERE DOES COMMUNICATIVE LANGUAGE TEACHING COME FROM? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.

54. Teaching English To Speakers Of Other Languages Assessment of Individual Differences in general Education and Special Education A Concepts and skills in the teaching of reading, math, language arts, http://www.touro.edu/edgrad/tesol1/courses_tesol.asp

Welcome About School Programs Graduate School Online ... Job Opportunity Courses of Study EdPs 620 Child Development and Learning in Cultural Context. The nature of motor, cognitive, emotional, social and moral development from birth through adolescence, with implications for classroom teaching: integration of theory and research findings from the fields of developmental and educational psychology. 3 hours EdPS 640 Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective 3 credits. EDU 634 Basic Reading and Writing Instruction: Teaching Reading and Writing for 2nd Language Learners Overview of the basic principles of phonic instruction/structural analysis, sight word fund, stages in reading words and syllabication. Strategies for teaching comprehension and critical reasoning to diverse language learners. Techniques for developing the process approach for writing for 2nd language learners.

55. Graduate Requirements: Harvard University Department Of Near Eastern Languages A If a second departmental language is included in the general Examinations Only under the most unusual circumstances is a student allowed to teach before http://www.fas.harvard.edu/~nelc/graduate.htm

General Graduate Requirements: General Information Doctor of Philosophy (PhD) Master of Arts (AM) Degree Programs ... Thesis Degree Programs The Department of Near Eastern Languages and Civilizations (NELC) offers PhD and AM degrees in eleven distinct fields: 1. Akkadian and Sumerian Studies 2. Arabic and Islamic Studies 3. Archaeology of the Levant 4. Armenian Studies 5. Hebrew Bible/Old Testament 6. Indo-Muslim Culture 7. Iranian and Persian Studies 8. Jewish Studies 9. Semitic Philology 10. Turkish Studies 11. Yiddish Language and Literature Advising All incoming NELC graduate students are assigned a committee, comprised of three faculty members, which will help orient them to the Department and to Harvard. Students will meet with the committee during their orientation to NELC and throughout the first year as needed. In their consultations with these faculty members, students have a right to expect assistance in planning their course of study and in developing an awareness of the overall structure of their program. At the beginning of each semester, students and advisors should agree on meeting times allowing the students regularly to bring their concerns and questions before their advisors and the advisors to monitor the students' progress. As the students' field of interest becomes more clearly defined, the committee will be adjusted to reflect the field more accurately. After General Examinations (see below), the student will consult with one or more members of the faculty to form an advisory committee (usually three persons, but sometimes more) for the Prospectus and Dissertation. In accordance with GSAS requirements, the Dissertation Committee should comprise at least three readers approved by the NELC department, two of whom must be members of the Faculty of Arts and Sciences. FAS emeriti (including research professors) and faculty members from other schools at Harvard who hold appointments on GSAS degree committees are authorized to sign Thesis Acceptance Certificates as FAS Members. GSAS strongly recommends that the chair of the thesis committee be a member of FAS. GSAS requires that two members of the Dissertation Committee be FAS Faculty.

56. MOE TEACH - Degree Holders Criteria Teaching Mother Tongue language (MTL) You must have read the MTL as a major in While a general degree will suffice, it is preferred if you have read and http://www.moe.gov.sg/teach/Degree.htm

Feedback Sitemap Home Admission Criteria for Teaching ... Adjunct Teachers Programme ADMISSION CRITERIA FOR DEGREE HOLDERS If you have a university degree, you may apply to be an English medium teacher. If you wish to be a Mother Tongue Language (MTL) / Art / Music teacher, the following criteria must be met: Teaching Mother Tongue Language (MTL) You must have read the MTL as a major in university. For secondary school teaching, NIE requires that you pass the Chinese / Malay / Tamil Language Entrance Proficiency Test (EPT) if you do not meet the exemption criteria Click   to find out more about the EPT. Teaching Art at the Secondary Level One of the following criteria must be met: Minimum Grade C in Art at ´A´ Level Professional Art Diploma from LaSalle / NAFA Note: Admission is subject to a portfolio assessment by NIE. Teaching Music at the Secondary Level One of the following criteria must be met: ABRSM Grade 7 for Practical or equivalent Pass in Music at ´A´ Level Professional music qualification from LaSalle or NAFA Note: Admission is subject to an audition by NIE.

57. Vanderbilt University Peabody College Graduate Catalog-Courses Exploration of general skills and principles of teaching and learning in Introduces curricular methods of teaching reading and language arts in http://www.vanderbilt.edu/catalogs/peabody_grad/PeaG08e.html

58. Bulletin 2004-2005 Division Of Teaching And Learning - Early Childhood Education general education requirements are the same as for elementary education. Related Area Requirements Ele Ed 3336, Teaching language Arts and reading, N9 http://www.umsl.edu/bulletin/2004_2005/Ed/EleEd.htm

Division of Teaching and Learning - Elementary Education (Ele Ed) College of Education College-wide Courses in Education Teaching and Learning Course Descriptions Early Childhood ... http://coe.umsl.edu/divisions/teachinglearning/main.html Undergraduate Studies Bachelor of Science in Education: Elementary Education The elementary education program prepares students to teach in grades one through six. General Education Requirements: English and Communication (9 hours) English 1100 , Freshman Composition English 3100 , Advanced Expository Writing *Communication 1040, Introduction to Public Speaking Mathematics (6 hours) Math 1150, Structure of Mathematical Systems I Mathematics 2510 , Structure of Mathematical Systems II Biological Science: includes lab (5 hours) *General Biology 1012/1013 Physical Science: includes lab (4 hours) Humanities (8 hours) Three courses from two of the following fields: art, music, philosophy, and literature.

59. Powell's Books - Extensive Reading Activities For Teaching Language (Cambridge H Extensive reading Activities for Teaching language (Cambridge Handbooks for This is a handbook for teachers of general language courses, or grammar, http://www.powells.com/biblio?isbn=0521016517

60. Teaching Play And Academic Skills To Children With Autism general language Arts. Narrative writing is story telling. reading. general reading instruction. At Last! A reading Method for Every Child Eric has http://melindasmith.home.mindspring.com/LanguageArts/languagearts.htm

Language Arts Curriculum 2002-2003 Narrative Reading and Writing 2002-2003 Reading Reading comprehension and Literature Story Writing Narrative Writing Topics ... Narrative writing is story telling . Examples include stories (personal, true, imaginative), fables, fairy tales , myths, poems, plays, and biographies. Our narrative reading and writing programs work in parallel. Basically, the child learns to sequence and then orally retell a story he reads. In a parallel fashion, the child learns to sequence and then write an original story using structured techniques. Reading General reading instruction At Last! A Reading Method for Every Child Eric has completed the basic reading program and is reading at a third grade level. His continuing reading instruction is in three parts. 1. Weekly complete phonic flashcard review and phonic summary review using worksheets from his reading program. We continue to review these basic phonic items on a weekly basis and plan to continue to do so until reading is fully fluent and independent. 2. Story reading from his developmental readers after guided introduction of new words using uniform decoding. Readers used are

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