scholarly journals Comprehensible Input and Krashen's theory

2019 ◽  
Vol 20 (39) ◽  
pp. 37-44
Author(s):  
Robert Patrick
Keyword(s):  
United States ◽  
Teacher Training ◽  
Training Programs ◽  
The United States ◽  
World Language ◽  
Ancient Greek ◽  
Comprehensible Input ◽  
The Us ◽  
Teacher Training Programs ◽  
The Way

Over the last 20 years in the United States a curious and likely unpredictable movement has been evolving in the way that we teach Latin and ancient Greek. A set of pedagogical principles known as Comprehensible Input (hereafter CI) has become a vehicle of change affecting our classrooms, our professional organisations and our teacher training programs as well as our relationships with and our positions in world language organisations. These changes to the teaching of classical languages were unpredictable because at the outset CI represented a set of hypotheses and then principles that even their progenitor, Stephen Krashen, thought of as the way into acquiring modern languages while teachers of classical languages had constructed a fortified wall around themselves built on the notion that Latin and ancient Greek were uniquely different from modern languages and, therefore, required different approaches. In many iterations of this wall, only a select cadre of students was thought (and easily demonstrated to be) capable of or even interested in mastering classical languages. This article will examine very briefly what this wave of change has been like in the Latin classrooms and institutions of the US and examine in particular the principles of Comprehensible Input: what they propose, how they are being practised in Latin classrooms, and the obstacles they encounter as well as opportunities they afford Latin programs which intend to survive and thrive in the coming years.

Enhancing foreign language teacher candidates’ oral proficiency: An international comparison

2021 ◽  
pp. 174549992110280
Author(s):  
Scott Kissau ◽  
Kristin J Davin ◽  
Chuang Wang ◽  
Helga Haudeck
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Candidates ◽  
Training Programs ◽  
Oral Proficiency ◽  
The United States ◽  
Target Language ◽  
Language Teacher ◽  
The Us ◽  
Teacher Training Programs

Despite the importance of advanced language proficiency when teaching a foreign language, little research has investigated the oral proficiency of aspiring foreign language teachers across multiple countries and what their teacher training programs do to enhance it. In response, the researchers collected and analyzed both quantitative and qualitative data from foreign language teacher candidates in Germany, China, and the United States. Results suggested that oral proficiency varies significantly both within individual teacher training programs and across nations. The teacher candidates from Germany demonstrated significantly greater oral proficiency in the target language than their Chinese counterparts, who in turn, demonstrated significantly greater oral proficiency than the US teacher candidates. Helping to explain these findings, the data suggested that foreign language teacher training programs have differing areas of focus. While the programs in Germany and China focused more attention on language development, the US program emphasized pedagogical skills. Implications for practice are discussed.

scholarly journals The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class

2019 ◽  
Vol 7 (10) ◽  
pp. 78
Author(s):  
Ayşe Elitok Kesici ◽  
Barış Çavuş
Keyword(s):  
United States ◽  
Teacher Training ◽  
Active Learning ◽  
United States Of America ◽  
Training Programs ◽  
The United States ◽  
Student Centered ◽  
Learning Practices ◽  
School Teaching ◽  
Teacher Training Programs

The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more.

scholarly journals "But I Didn't Mean To": The Role of Intent in American and Canadian Anti-Preference Law

2013 ◽  
Vol 50 (4) ◽  
pp. 815
Author(s):  
Clayton Bangsund
Keyword(s):  
United States ◽  
The United States ◽  
Policy Objective ◽  
The Us ◽  
The Way

In both the United States and Canada, bankruptcy preferential transfer avoidance provisions are aimed at creating equality of distribution among similarly situated creditors. However, there is a key difference in the way each jurisdiction’s regime treats the notion of intent. An analysis of each regime, using examples, illustrates the way in which Canada’s regime effectually does violence to the distributive equality policy objective, while the US regime adheres to it.

Emotional Intelligence

2019 ◽  
pp. 193-204
Author(s):  
Stacy M. Lauderdale-Littin ◽  
Carol McArthur-Amedeo
Keyword(s):  
United States ◽  
Emotional Intelligence ◽  
Training Programs ◽  
Gifted Students ◽  
The United States ◽  
Preservice Teacher Training ◽  
Cognitive Intelligence ◽  
Teacher Training Programs ◽  
Understanding Emotions

Within the United States, almost 50% of teachers leave the field of education within the first five years. Teachers who remain in the field have been shown to be able to demonstrate career competency skills. These skills are related to emotional intelligence (EI), which refers to competencies in recognizing, managing, communicating, and understanding emotions in one's self and others. Previous literature suggests gifted students, due to specific characteristics associated with giftedness, struggle with EI, which impacts their ability to utilize the skills they have, including cognitive intelligence. For gifted individuals entering the field of education, difficulty with EI could potentially impact their ability to feel successful and remain in the field long term. This chapter provides information and resources related to meeting the emotional intelligence needs of gifted students in preservice teacher training programs.

A racial re-framing of Modernity and the Jews

2019 ◽  
Vol 20 (2) ◽  
pp. 121-129
Author(s):  
Angel Adams Parham
Keyword(s):  
United States ◽  
Jewish Community ◽  
The United States ◽  
The Us ◽  
Race And Racialization ◽  
Anti Jewish ◽  
The Way

Goldberg presents a nicely argued examination that demonstrates how sociology’s foundational thinkers used the experience of Jews to make sense of the transition from traditional to modern societies. While major European theorists were either negative or ambivalent about the Jewish community, US scholars were more likely to see Jews as pointing the way toward a more modern, diverse America. The US story, however, is more complex, and Goldberg’s analysis would benefit from a deeper, more careful discussion of race and racialization. Jews’ eventual incorporation in the United States required a careful process of de-racialization that culminated in their revaluation as white. But this process was never complete. The periodic resurfacing of race-inflected, anti-Jewish acts testifies to this. If Jews, who have been admitted to whiteness, are still subject to periodic racialization and stigmatization, this strongly suggests that their experience in the United States may represent the limits of full incorporation. If so, there is little hope for other racial outsiders to ever be fully accepted into the US mainstream.

scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

scholarly journals Voces femeninas en la guerra de independencia de Cuba: Lila de Luáces y Eva Adán de Rodríguez

Caracol ◽  
2020 ◽  
pp. 486-511
Author(s):  
Jorge Camacho
Keyword(s):  
United States ◽  
The United States ◽  
The Self ◽  
War Of Independence ◽  
The Us ◽  
Female Survivor ◽  
The Way

During the war of independence in Cuba, which started in 1868 and lasted ten years, a number of texts appeared in Cuba and the United States detailing the conflict. All of these texts were written by men with the exception of one, published in the US, that was written by a woman. In this article I discuss this testimony and I compare it with another one published in Cuba after the war, also written by another female survivor. I discuss the way violence and the self is represented in these narrations, and most importantly how they build an archive of deeds to criticize Spain’s official (hi)story of the Cuban conflict.

scholarly journals International Differences in Prison Architecture

MaRBLe ◽  
2019 ◽  
Vol 2 ◽  
Author(s):  
Max Grönegräs
Keyword(s):  
United States ◽  
Working Conditions ◽  
Structural Design ◽  
The United States ◽  
Prison System ◽  
Major Obstacle ◽  
International Differences ◽  
Freedom Of Movement ◽  
The Us ◽  
The Way

This paper examines the differences between the architecture of prisons in Germany and the United States (US). While in Germany, prison design is employed to maximize the privacy of the inmates as well as their freedom of movement, in the US, the close surveillance of the prisoner is regarded as a necessary component of his strict punishment. Several American politicians, academics, activists and journalists regard the German approach towards incarceration as a model that could potentially contribute to an improvement of the prison system in the US. A major obstacle on the way towards betterment are, however, the owners of numerous private American prisons, who employ their inmates under inhumane working conditions that are comparable to slavery. Within the context of this debate, I have interviewed three architects, Edgar Muth, Michael Eschwe and Michael Wächter, who all have either been or currently still are involved in the structural design of German prisons. Their descriptions of generously equipped cells, common residential groups and modernly designed showers draw an image of a prison system the United States could have one day, if the country would be willing to learn some lessons from the German example.

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