A Research into the Roles of College English Teachers as Subject and Object: a Perspective of Educational Linguistics

This essay is an experiment that attends to the habit of tea as both subject and object. A coalescence of habit as threshold as home. In an assemblage of encounters, I hear, I sense, I smell, I taste, and I show how my habit (of tea) is a trestle—both a transport and a transaction in which I arrive and depart multiple times, every day. Consider these words a kind of searching (and finding), a cartographic tracing, a constellation—of habit, of home, of threshold—a plotting to find and arrive home.

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REFLECTIVE REPORT OF VOCATIONAL COLLEGE ENGLISH TEACHER PURSUING INTERDISCIPLINARY TRANSFORMATION IN MANAGEMENT STUDY

INFORMATION MANAGEMENT AND COMPUTER SCIENCE ◽

10.26480/imcs.01.2020.14.16 ◽

2020 ◽

Vol 3 (1) ◽

pp. 14-16

Author(s):

Luo Zhilin ◽

Yang Hong Mei ◽

Hu, Bingyao

Keyword(s):

Vocational Education ◽

Interdisciplinary Research ◽

English Teachers ◽

English Teacher ◽

College English ◽

Vocational College ◽

Management Study ◽

Education Management ◽

College Teacher ◽

Working Out

This article aims at introducing reflection of a vocational college teacher who takes English as a pre-major and further study in management field by analyzing SWOT for English teachers and working out an exploratory mechanism and framework for interdisciplinary research in vocational education management. This reflective report is composed of four parts: introduction, portrait of English teachers on teaching, research and other work, interdisciplinary transformation for English teachers and summary.

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Language, Literature, and Advanced Placement

Journal of Education ◽

10.1177/002205748016200210 ◽

1980 ◽

Vol 162 (2) ◽

pp. 114-125

Author(s):

Paul Smith

Keyword(s):

Advanced Placement ◽

English Teachers ◽

English Composition ◽

Literary Language ◽

College English ◽

Critical Writing ◽

Practical Consequence ◽

The Relationship ◽

Language Literature ◽

Composition And Literature

This article reviews some of the objections to the Advanced Placement Program in English, arguing that since that Program is the responsibility of school and college English teachers, it and the AP Examinations fairly accurately reflect and may sometimes influence the teaching of English composition and literature in the schools. It compares and contrasts the original test in Composition and Literature with the new test in Language and Composition, focusing on issues that arose in the development of the new test. It considers how some questions of both theoretical and practical consequence concerning the relationship between ordinary and literary language and between expository and critical writing are raised and tentatively answered by the Committee that develops the AP English Examinations and Course Descriptions.

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