scholarly journals Teaching gifted students through authentic instruction: Reflections from the EFL teachers

2017 ◽  
Vol 14 (4) ◽  
pp. 3663
Author(s):  
Gülçin Mutlu
Keyword(s):  
Language Learners ◽  
Meaning Making ◽  
Gifted Students ◽  
Authentic Instruction ◽  
Authentic Pedagogy ◽  
Gifted Learners ◽  
Higher Level Thinking ◽  
Depth Analysis ◽  
Efl Teachers ◽  
Phenomenological Design

The review of literature highlighted that gifted students may gain a lot from authentic instruction in that this methodology may serve well to their needs for inquiry, meaning-making and higher level thinking. Therefore, this qualitative study realized in a phenomenological design aims to provide an in-depth analysis of the EFL teachers’ ways of integrating authentic pedagogy into their teaching situations with gifted students. Thus, part of the aim of this study is to investigate how foreign language teaching and gifted education could be linked to one another and in this way it also aims to propose an interdisciplinary focus of research. The participants were six EFL teachers that were sampled from those teaching gifted language learners at Science and Arts Centers (BILSEMs) in one geographical region of Turkey and asked to share their experiences about the implementation of authentic instruction in their gifted classrooms. The results showed that the EFL teachers mostly followed the firmly established standards of the authentic instruction in the literature and they believed that authentic instructional practices enhance gifted learners’ learning and intellectual capacities. However, there were some problems or barriers such as class size and time constraints against the better implementation of authentic instruction in their gifted EFL classrooms as reported by these teachers.

scholarly journals A Multimodal Discursive Analysis of the Communicative Elements of Sexism in Facebook Picture Uploads

2020 ◽  
Vol 2 (2) ◽  
pp. 62-75
Author(s):  
’Yemi Mahmud ◽  
Destiny Idegbekwe
Keyword(s):  
Meaning Making ◽  
Gender Segregation ◽  
Sampled Data ◽  
Discursive Analysis ◽  
Descriptive Research ◽  
Multimodal Discourse ◽  
Depth Analysis ◽  
Sexist Language ◽  
Feminist Perspectives ◽  
Media Platform

A good number of studies in the past have examined the language of sexism from the feminist perspectives, gender segregation and degradation, among others, using semiotics resources, discourse analysis, multimodal discourse, among other theories. This study looks at the linguistic and non-linguistic language features of sexist language as choices available to language users on the Facebook social media platform. Using the multimodal theory as the framework, the study examines 10 randomly selected Facebook posts with texted pictures and comments posted by Nigerians with elements of sexism. The study also engaged the descriptive research design to examine the ‘textedpictures’ used as sampled data. These sampled data were given in-depth analysis to reveal their usually hidden and laughed-about sexist messages. The analysis of data was considered by determining the existence of sexist communication on Facebook platform, examining the meaning making elements in sexist languages posts. This is precipitated on the discovery that less attention is paid on the signification of the communicative elements deployed to convey sexism on the Facebook platform. From the analysis, the study finds out that Facebook users engage linguistic and non-linguistic elements symbolising sexist language on Facebook postings; that the posts on Facebook rely predominantly on both written texts and pictures, combined to make the tagging or stereotyping concrete; that the sexist posts on Facebook platforms rely heavily on hasty or intentional generalisation in order to demean the sex they chose to target through texts, pictures and the combination of texts and pictures.

Don't Get It Right, Just Get It Written

2015 ◽  
pp. 209-229
Author(s):  
Omar Al Noursi
Keyword(s):  
Language Learners ◽  
Effective Feedback ◽  
Foreign Language Learners ◽  
What Works ◽  
Complex Process ◽  
Efl Teachers ◽  
Term Papers ◽  
Written Assignments ◽  
Giving Feedback ◽  
Academic Demands

Writing is an essential skill for students, as it helps them meet persistently changing social and academic demands. They are often evaluated based on written assignments, reports, term papers, and essays. For second and foreign language learners, mastering writing is a very challenging task. Therefore, many of them find it the most difficult of the four skills. To encourage students to develop this crucial skill and consolidate their learning, providing them with clear feedback is essential. Most ESL and EFL teachers perceive feedback as paramount for students' improvement in this vital skill. However, providing effective feedback is a complex process, as many factors and issues have to be considered. This chapter deals with feedback from different angles. The aim is to demonstrate to teachers the most effective ways and alternatives of giving feedback with the aim of guiding them to choose what works best for their students under various circumstances.

An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys

2020 ◽  
pp. 995-1021
Author(s):  
Laurie Alisat ◽  
Veronika Bohac Clarke
Keyword(s):  
School System ◽  
Gifted Students ◽  
School Experiences ◽  
Integral Model ◽  
Gifted Learners ◽  
Learner Centred Learning ◽  
Education Support ◽  
K 12 ◽  
Urban Public School ◽  
The Impact

Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.

From text to ensemble: A multimodal study of television interpreting with cases from Chinese TV

2019 ◽  
Vol 39 (6) ◽  
pp. 819-840
Author(s):  
Yuhong Yang
Keyword(s):  
Nonverbal Communication ◽  
Meaning Making ◽  
Academic Community ◽  
Multimodal Analysis ◽  
Communicative Practice ◽  
Multimodal Features ◽  
Depth Analysis ◽  
Traditional Language ◽  
Authentic Data ◽  
Linguistic Approaches

Abstract Television interpreting, although serving the largest population of users, is underexplored compared with conference interpreting or community interpreting by the academic community, not to mention any systematic, in-depth analysis foregrounding or tailored to its salient multimodal features. Drawing on Kress and van Leeuwen’s multimodal social-semiotic theory of communication as well as frameworks established in nonverbal communication and audiovisual translation, this paper moves away from traditional language-based discussions of interpreter-mediated television events and attempts to gain new insights into this essentially multimodal communicative practice through multimodal analysis of data. This paper purports to testify a tentative framework of modal relations of “complementarity”, “dependency”, and “incongruity” which are at work in interpreted television events, with authentic data, amounting to a total length of 5 hours, recorded from live news programmes on Chinese TV. The findings of modal complementarity and dependency clearly point to the essentially multimodal meaning making mechanism involved in the semiotic ensemble that is to be perceived by the audience in a gestalt fashion, which reveals the inadequacy of linguistic approaches to television interpreting.

What Is Justice? Gifted Students’ Meaning Making

2018 ◽  
Vol 72 (5) ◽  
pp. 579-588 ◽  
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Meaning Making ◽  
Gifted Students

scholarly journals Iranian EFL Teachers’ Perceptions, Practices and Problems Regarding Raising Students’ Intercultural Awareness

2016 ◽  
Vol 6 (7) ◽  
pp. 21
Author(s):  
Jafar Zamanian ◽  
Mahnaz Saeidi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
Training Time ◽  
Teachers Perceptions ◽  
Intercultural Awareness ◽  
Learning And Teaching ◽  
Mixed Method Design ◽  
Efl Teachers

<p>Intercultural approaches to language learning and teaching are strongly advocated and implemented in ESL contexts. However, little empirical research has addressed the extent to which such approaches are actually operationalized in EFL contexts and what the roles of the teachers are. This study investigated perceptions, practices and problems of 100 Iranian EFL teachers regarding raising students’ Intercultural Communicative Competence (ICC) awareness. Based on a mixed-method design, using questionnaire, observation, and interview, the findings indicated an apparent disparity between teachers’ perceptions about ICC and their current classroom practices. Teachers also identified and discussed a lack of training, time, and support to raise language learners’ ICC awareness. This study provides strong empirical evidence supporting the claim that it is difficult for EFL teachers to integrate culture into their teaching in order to develop learners’ intercultural competence.</p>

A Secondary School Journey: Programming for Gifted Students at a Catholic High School in Canada

1997 ◽  
Vol 12 (2) ◽  
pp. 72-76 ◽  
Author(s):  
Janice A Leroux
Keyword(s):  
Secondary School ◽  
Gifted Students ◽  
Self Esteem ◽  
Thinking Skills ◽  
Catholic High School ◽  
Personal Learning ◽  
Higher Level Thinking ◽  
Self Image ◽  
Catholic Secondary School ◽  
High Ability Students

At a French Catholic Secondary School in Ottawa, Ontario Canada, a year long study was carried out to determine the academic and social development of high ability students in a congregated class. Students reported the importance of teachers as a source of interest and inspiration in educational outcomes. Teachers' attempts to help students gain a realistic self-image resulted in some lowering of self-esteem by some students, while questioning of their use of higher abilities helped some students reach a new level of wisdom and personal learning. The need for greater challenges to student higher level thinking skills, more use of mentors and enhanced sense of social responsibility among gifted students were indicated in the study.

Testing English language learners under No Child Left Behind

2011 ◽  
Vol 28 (3) ◽  
pp. 323-341 ◽  
Author(s):  
Michael B. Bunch
Keyword(s):  
English Language Learners ◽  
No Child Left Behind ◽  
Language Learners ◽  
English Language ◽  
Content Standards ◽  
Test Items ◽  
Left Behind ◽  
Grant Program ◽  
Depth Analysis ◽  
Title Iii

Title III of Public Law 107-110 (No Child Left Behind; NCLB) provided for creation of assessments of English language learners (ELLs) and established, through the Enhanced Assessment Grant program, a platform from which four consortia of states developed ELL tests aligned to rigorous statewide content standards. Those four tests (ACCESS for ELLs, CELLA, ELDA, and MWA) are now in use in one or more states, along with a host of other commercially available or locally developed tests. The tests (those developed by consortia as well as the others) are quite similar in many ways, principally in their contents: Listening, Speaking, Reading, and Writing. Most measure these domains with a combination of multiple-choice (MC) and open-ended (OE) test items. This article provides an overview to the four consortium-developed tests as well as an in-depth analysis of one representative example. It also provides a summary of the characteristics of four commercially available tests. Not surprisingly, the four commercially available tests are rather similar to one another and to the consortium-developed tests in terms of content, psychometric characteristics, and development. The primary difference between the two sets is that the commercially available tests tend to report percentile ranks as well as proficiency levels. Now that the Race to the Top program is in place, we face many of the same challenges we faced a decade ago when NCLB was passed. While the Enhanced Assessment Grant competition emphasized summative assessment, the latest competition emphasizes formative assessment, which gives rise to the hope that educators can not only discover students’ strengths and weaknesses with these new tests, but do so in a timely manner and have opportunities to use the information constructively. Current work by at least one organization is encouraging in this regard.

scholarly journals EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Melor Md Yunus ◽  
Hadi Salehi ◽  
Mahdi Amini
Keyword(s):  
Language Learners ◽  
Classroom Practices ◽  
Oral Communication ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Language Courses ◽  
Quantitative Results ◽  
Method Approach

<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>

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