scholarly journals From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

Signo ◽  
2021 ◽  
Vol 46 (86) ◽  
pp. 147-163
Author(s):  
Victor Menco-Haeckermann
Keyword(s):  
Teacher Development ◽  
Lesson Planning ◽  
Development Program ◽  
The United States ◽  
Genre Theory ◽  
English Class ◽  
Bilingual Teaching ◽  
Language Courses ◽  
Reading To Learn ◽  
Foreign Language Courses

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.

scholarly journals Foreign Language Requirements For Business Students: An Update

2006 ◽  
Vol 3 (6) ◽  
Author(s):  
Tom Moore ◽  
Mehenna Yakhou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Business School ◽  
Business Students ◽  
The United States ◽  
The Past ◽  
Foreign Language Study ◽  
Language Courses ◽  
Survey Results ◽  
Foreign Language Courses

Most undergraduate students who study business in the United States are not required to learn a foreign language at their college or university.  The overwhelming majority of Business School deans at both AACSB and non-member schools believe in the usefulness of foreign language study.  Furthermore, the AACSB has mandated that global and cultural diversity become part of the business curriculum.  However, over the past seven years, these survey results find that business schools have not increased the requirements for foreign language courses at all.

scholarly journals Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar

2021 ◽  
Author(s):  
Seungah S. Lee ◽  
Leena Zahir
Keyword(s):  
Teacher Development ◽  
Student Outcomes ◽  
Teaching Practice ◽  
Development Program ◽  
Positive Culture ◽  
Training Model ◽  
The United States ◽  
Global Network ◽  
High Expectations ◽  
The Relationship

This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.

scholarly journals Technology Integration for the Professional Development of English Teachers

2019 ◽  
Author(s):  
Deisy Baracaldo Guzmán
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Lesson Planning ◽  
Development Program ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Virtual Resources

This paper deals with the intersection of the didactics of English as a ForeignLanguage (efl) and of Technological Pedagogical Content Knowledge (tpack)to guide teachers in the use of some specific tools and how to integrate theminto their lessons. To meet this requirement, the researchers conducted a study to answer the question: How may the implementation of a teacher development program on tpack impact the English teaching and learning of a group of in-service teachers? The researchers collected data through observations, interviews, and before-while-after questionnaires in the implementation of two technology modules. The participants received a 48-hour course in technology during the first and second semester, as well as four follow-up sessions on the tpack these teachers use in practice, associated with the knowledge intersections, namely tck, tck, and tpk. The professional development was organized into four stages and workshops: a) modeling a technology-enhanced activity type; b) integrating a pedagogical model in a lesson; c) developing technical skills through different virtual resources for lesson planning; d) applying tpack to design tasks for teachers’ lesson plans. The results highlighted a positive impact on professional learning for teacher’s development of tpack. They also revealed that teachers learned to consider the possibility of using technology, access issues in their choices, and use of technology for lesson planning.

Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University of New York

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Anthony G Picciano ◽  
Robert V. Steiner
Keyword(s):  
United States ◽  
New York ◽  
Natural History ◽  
Local Governments ◽  
Compulsory Education ◽  
Development Program ◽  
The United States ◽  
American Museum ◽  
The World ◽  
The City

Every child has a right to an education. In the United States, the issue is not necessarily about access to a school but access to a quality education. With strict compulsory education laws, more than 50 million students enrolled in primary and secondary schools, and billions of dollars spent annually on public and private education, American children surely have access to buildings and classrooms. However, because of a complex and competitive system of shared policymaking among national, state, and local governments, not all schools are created equal nor are equal education opportunities available for the poor, minorities, and underprivileged. One manifestation of this inequity is the lack of qualified teachers in many urban and rural schools to teach certain subjects such as science, mathematics, and technology. The purpose of this article is to describe a partnership model between two major institutions (The American Museum of Natural History and The City University of New York) and the program designed to improve the way teachers are trained and children are taught and introduced to the world of science. These two institutions have partnered on various projects over the years to expand educational opportunity especially in the teaching of science. One of the more successful projects is Seminars on Science (SoS), an online teacher education and professional development program, that connects teachers across the United States and around the world to cutting-edge research and provides them with powerful classroom resources. This article provides the institutional perspectives, the challenges and the strategies that fostered this partnership.

Planning Replicable Small Flow Wastewater Treatment Facilities in Developing Nations

1993 ◽  
Vol 28 (10) ◽  
pp. 1-8 ◽  
Author(s):  
A. Gaber ◽  
M. Antill ◽  
W. Kimball ◽  
R. Abdel Wahab
Keyword(s):  
Wastewater Treatment ◽  
Wastewater Treatment Plants ◽  
Local Development ◽  
Treatment Plant ◽  
Development Program ◽  
The United States ◽  
Appropriate Technology ◽  
Funding Agency ◽  
Small Scale ◽  
Technology Choice

The implementation of urban village wastewater treatment plants in developing countries has historically been primarily a function of appropriate technology choice and deciding which of the many needy communities should receive the available funding and priority attention. Usually this process is driven by an outside funding agency who views the planning, design, and construction steps as relatively insignificant milestones in the overall effort required to quickly better a community's sanitary drainage problems. With the exception of very small scale type sanitation projects which have relatively simple replication steps, the development emphasis tends to be on the final treatment plant product with little or no attention specifically focused on community participation and institutionalizing national and local policies and procedures needed for future locally sponsored facilities replication. In contrast to this, the Government of Egypt (GOE) enacted a fresh approach through a Local Development Program with the United States AID program. An overview is presented of the guiding principals of the program which produced the first 24 working wastewater systems including gravity sewers, sewage pumping stations and wastewater treatment plants which were designed and constructed by local entities in Egypt. The wastewater projects cover five different treatment technologies implemented in both delta and desert regions.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

In a World of Migration

2009 ◽  
Vol 1 (1) ◽  
pp. 71-92
Author(s):  
Elizabeth P. Quintero
Keyword(s):  
United States ◽  
Teacher Development ◽  
The United States ◽  
Colleges Of Education ◽  
Development Programs ◽  
Future Teachers ◽  
Host Countries ◽  
The World ◽  
Target Languages ◽  
Responsible Research

This article has evolved from teaching future teachers about literacy and language in multilingual contexts. The examples are taken from contexts in the United States with learners from around the world. Professionals in the classrooms, in the teacher development programs, and in schools and colleges of education have been doing responsible research for many years, and have learned much regarding the learning of multilingual people who represent a multitude of histories. In this article the focus is on rethinking literacy, languages (home languages and target languages of host countries), the connections between personal and communal history and learning texts, and how all of the above relate to the curriculum in various learning arenas.

scholarly journals СУЧАСНІ ТЕХНОЛОГІЇ ТА СТРАТЕГІЇ В ОНЛАЙН ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ ДЛЯ ГУМАНІТАРНИХ ФАКУЛЬТЕТІВ

2021 ◽  
Author(s):  
Svitlana O. Chernyshova ◽  
Olena P. Tokmenko ◽  
Olena A. Sydorenko
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Geographical Location ◽  
Close Correlation ◽  
Full Time ◽  
Online Technologies ◽  
Advantages And Disadvantages ◽  
Offline Learning ◽  
Language Courses ◽  
Foreign Language Courses

The article is devoted to the use of online technologies and strategies in learning a foreign language. In particular, in close correlation with full-time education, the article considers the leading strategies and technologies used by higher education institutions in building online foreign language courses. These are mainly lectures, discussions, games, simulations, blog technologies, wiki technologies, etc. The article mentions the work of the world's leading online universities. Quotes from their supervisors and lecturers are given, which analyze the main concepts that distinguish or, conversely, resemble online and offline learning. We can say that today the technology has reached a sufficient level for students to receive a proper education, even in distance learning. Even more, thanks to the synchronous and asynchronous method of teaching, students get additional opportunities that are not always available in the classroom. However, it is worth noting that mastering, selecting and successfully using existing technologies is another challenge for teachers working online.The article also discusses the advantages and disadvantages that accompany online learning. The article analyzes the methods and means of learning a foreign language online. According to the author of the article, the number of online courses, online faculties and online universities will grow steadily every year. Because they do not require significant investment and allow people to be educated regardless of their geographical location. However, online education relies heavily on traditional education, it creates space for the preservation, development and improvement of traditional learning models, as well as selectivity in choosing more effective methods.

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