Teaching English As A Second Language - 1422 Words

Introduction To enable all students to learn and engage with the learning areas in the classroom, teachers employ a variety of teaching methodologies across all learning areas. Choosing an appropriate teaching methodology will make the process of teaching English as a second language easier and more rewarding for the teachers and students, and increase the likelihood of success. In this research, I will analyses a video clip of an ESL/EFL teacher and class in action for reflection on and evaluating the mythology to promote language learning. The video clip chosen for analysis is from lessons included in Harmer (2007) published by YouTube. It covers adult class (pre-intermediate) during the lesson titled Kit teaches students to ask for and give directions. The class are learning English as a second language (ESL) and there are around 15 students from variety countries. Lesson Summary The clip can be viewed as a sequence of â€Å"episodes† where each episode is â€Å"a bonded unit which roughly correlates with a single teaching activity† (Gibbons, 2006:95). The class follows the task-based teaching structure found to be common in English as a second language and moves from listening tasks to a speaking task. In the first episode (0:03), the teacher writes the topic and what activities they will focus on in his teaching on the whiteboard. In the second episode (0:53), the teacher requires the students to write two questions which they will answer before the first listeningShow MoreRelatedTeaching English As A Second Language2086 Words   |  9 Pages Teaching English as a Second Language to an Elementary School Student’s Name: Institution: Instructors name: Date: Introduction According to Celce-Mursia (2001), teaching English to people who speak other languages (TESOL) refers to a learning process by which people whose native language is not English are taught how to read, write, understand and successfully communicate in English. He notes that different shortened forms are used to refer to the same concept in different parts ofRead MoreTeaching English As A Second Language3062 Words   |  13 Pagesstudy is testing the possibility of adopting the LCA to improve teaching English as a second language in Iraq. Therefore, an implementation attempt would be conducted to use the LCA in the country’s specific context. The teaching experiment is the main research methodology. For data collection methods, three would be utilized: the questionnaire, the interview, and observation. This chapter focuses on the study’s main methodology, the teaching experiment, and how work proceeded. It also presents the dataRead MoreTeaching English As A Second Language1866 Words   |  8 PagesTerm Paper Teaching English as a second language can be a difficult task and the challenges that teachers face vary greatly from student to student and classroom to classroom. The internship working Professor Jesse Stewart and his students from his ESL 116 class was eye opening and great opportunity to work with students who had a range of English levels. Each student was unique in that they learned differently, had different language backgrounds and had different language abilities but one thingRead MoreTeaching English As A Second Language Learners1368 Words   |  6 Pagesthe global in mere seconds. With new interpreting apps even being in a foreign country no longer has a language barrier for tourist encouraging more travel. Schools across the United States are reflecting this trend as teachers are more likely to encounter students who know more than one language or who are learning English as a second language. Having students who are English second language learners (ESL) in the clas sroom changes the learning environment as different teaching techniques are usedRead MoreTeaching Students With English As Their Second Language868 Words   |  4 PagesTeaching students with English as their second language comes with its own set of challenges. To effectively teach first I need to understand what the students already know. Through my class Assessment for Learning I was taught not all assessments give you the same information. Formative assessment guides instruction because it is usually a quick snapshot which identifies what the student has mastered or still needs to work on. Summative assessments are usually what we stereotypically think of asRead MoreTeaching English As A Second Or Foreign Language1635 Words   |  7 PagesLiterature Review. Several recent studies illustrate that student disaffection in English Language classrooms is a very real problem in many counties. In the following studies various terms are used to describe English Language Learning. The abbreviations: ESL (English as a Second Language), EFL (English as a Foreign Language), and ESOL (English for Speakers of Other Languages) are used within the context of each of the following studies in keeping with the original authors’ terminology. The commonRead MoreTeaching English As A Second Language Instruction1302 Words   |  6 PagesAs a student teacher, I find it extremely important to learn and reflect on language acquisition theories made by many different theorist. As New Zealand is becoming more and more culturally and ethnically diverse (Stats NZ, 2013). This means classrooms will be more diverse. Hence it is important to have knowledge pedagogically on how teacher deliver a second language lesson and how to support ESOL students. Looking a t Krashen’s theory, it is broken down into five hypothesis. Acquisition/learningRead MoreTeaching Students With English As Their Second Language805 Words   |  4 PagesQuestion: #5A Course Name and Instructor’s Name: EDUC 886 Assessment for Learning Teaching students with English as their second language comes with its own set of challenges. To effectively teach I first need to understand what the students already know. Through my class Assessment for Learning I was taught not all assessments yield the same information. Formative assessment guides instruction because it is a quick snapshot which identifies what the student has mastered or still needs to work onRead MoreTeaching English As A Second Or Foreign Language1407 Words   |  6 Pages In addition to teaching students through a variety of methods, teachers should also provide students with the tools necessary for them to be autonomous learners. According to Celce-Murcia’s Teaching English as a Second or Foreign Language, â€Å"one of the greatest challenges† facing both educators and learners is building ELL’s academic vocabularies (Celce-Murcia et al., 2013, p. 164). According to Larson (2013), active engagement encourages students to know definiti ons of words, â€Å"make connectionsRead MoreTeaching English As A Second Language And Culture3962 Words   |  16 PagesTeaching Philosophy; Language Development, Diversity, Education and Culture 9 Teaching English as a Second Language and Culture A Bilingualism Study Ana Miranda Texas AM of Commerce Abstract This paper is primarily intended to present detailed examination about bilingualism and bilingual education from a teaching and student perspective. In first instance, I will deal with some of the definitions of these terms. Following this, I

Failure of Reconstruction Free Essays

Failure of Reconstruction Reconstruction is defined as a thing that has been rebuilt after being damaged or destroyed. Following the civil war the South was very much damaged both physically and emotionally. The radical republicans tried to reshape the south for their own benefit which was unsuccessful across the board for many reasons. We will write a custom essay sample on Failure of Reconstruction or any similar topic only for you Order Now Ultimately reconstruction failed to accomplish the goals of the free blacks and radical republicans because the radicals wanted a hard reconstruction of the south that was unrealistic because it neglected the life goals of the newly freed African Americans. Once the thirteenth amendment ended slavery the newly freed blacks of the south had some important goals in mind. In the source â€Å"Jourdon Anderson, Letter To P. H. Anderson† Jourdon discusses his objectives as a free man which included the wages he earned working for his former master, education and protection of his children, and to be treated with respect ( Reading, 159). It was not just Jordon who wished these things; all of the newly freed blacks were seeking these goals and other goals as well. Even though the radical republicans strongly opposed slavery, their goals during reconstruction did not exactly support the black’s goals. Radical republicans aimed for a hard reconstruction of the south that would erase the gross inequalities in wealth created by slavery. They believed the best way to accomplish this was by dividing up the land in the south. Taking the land away from the rebels and selling it to the freedmen. Radicals firmly believed the property of the rebels should pay for the national debt caused by the Civil War (Reading, 161). The southerners did not support this idea whatsoever. They are extremely angry with Thaddeus Stevens for wanting to divide up their land, land that has been in their families for generations, and give that land to black people (Reading, 161). Southerners tried to recruit former slaves back to their farms in order to keep a small part of slavery existing (Reading, 159). Ultimately the white southerners wanted to establish white supremacy. They did so with violence, enlisting fear in the blacks and interracial couples by lynching (Reading, 169). Georges Clemencau was a French physician and journalist, covered Washington politics for a French newspaper. In the source â€Å"U. S. Senate, Reports On ‘Outrages Committed By Disloyal Persons’† Clemencau talks about the double standard the U. S. government has for military and civil heads of the Confederate government. He talks about how the whites forcefully get what they want in any way they want weather it’s unconstitutional or not (Reading, 167). The goals of the radical republicans revolved around making the southerners pay for the war damages, giving blacks a chance to be free people, and eliminating the vas variations in wealth among the slave owners. While these goals seam realistic, the extent in which the radical republicans wanted them done was not. As well as these goals could not be completed without support from others, and the white southerners did not support these goals. The free blacks reinforced these goals, but they were not at the top of their list of goals following the abolition of slavery. Thusly causing reconstruction to fail for lack of support and the vast amount of sacrifice they demanded from the southerners. How to cite Failure of Reconstruction, Papers

Hoover v. rosevelt Essay Example For Students

Hoover v. rosevelt Essay Hoover v. RoseveltA liberal favors modification and generally utilizes government involvement to promote social change. On the other hand a conservative has a more traditional viewpoint and tends to oppose change. While President Hoover is commonly thought of as a conservative and President Roosevelt a liberal the disarray and the status of the nation gave them no time to decipher their tendencies. It was through their recourse and reforms that we can now say these things all the while never fully knowing but never forgetting their predicament. In times where everything by which people have based their lives falls and crumbles to the ground. These people had to watch the things you have given your life to, broken, and stoop and build them with worn out tools. When something, such as this has changed the times so immensely and brought the nation into a seemingly endless hole the only way to recover is to fill the hole back up or crawl out. While a liberal may promote change, change wa s the only option in these desperate times. Both Hoover and Roosevelt were preserving the country through alteration. Hoover changed to keep it the same, to keep the tradition, to conserve the nation. Roosevelt changed to make it better, to help the common man, to restore liberty. Thus, deriving the terms that Roosevelt was a liberal and Hoover a conservative. The nation had taken a devastating plunge in 1929, the Great Depression had struck, Hoover President at the time. The country was plummeting and Hoover held out his hand, although the people too scared to be saved let themselves fall deeper (Document D). Hoover believed that by giving the rich tax breaks and giving money to big businesses the money would eventually redistribute itself and Trickle Down from the top. By doing so people would keep their morale and with their character saved they would eventually gain their own ground. Hoover had reforms, his anti-depression strategies consisted of voluntary measures Economic depression cannot be cured by legislative action or executive pronouncementThe best contribution of government lies in encouragement of this voluntary cooperation of the community (Document B). This showed that the people would have to make the effort not the government, where as the liberal view might stand, as saying Hoover should have supplied them all with aid a nd conformed to society. Hoover died try to limit production, cut taxes, lower spending, and instilled a doctorate of Public Works more than rigorous than ever before. I recommend large appropriations for loans to rehabilitate agriculture from the drought and provision of further lager sums for public works and construction in the drought territory (Document C). Though his efforts valiant and interests in which he figured to be best at the time his programs did not seem to do much for the common man and by these people he was considered out of touch. Thanks to the Keynesian Economics and Roosevelts personal belief in a deficit. A plan was devised to spend more money and get it circulating again. As the deficit went up the U.S. slowly pulled themselves from the depths of the depression (Document F).The New Deal entailed three main goals; relief, recovery and reform. The programs under each of the three categories were founded upon the ideals of liberalism. In that they wanted to touc h and aid the masses. Roosevelt said, Out of strains and stresses of these years we have come to see that the true conservative is the man who has a real concern for in justices and inequalities as arise from it. The most serious threat to our institutions comes for those who refuse to face the need for change. Liberalism becomes the protection for the far-sighted conservative (Document G). Roosevelt believed that NOW was the time and acted upon those thoughts. He came a long way and he was going to continue to work as long as problems arose. (Document H). This may be the line that separates Hoover and Roosevelt, Hoover probably would have ceased here although FDR presued farther. .u24dd830c37e0118ea1bb60adb05edf83 , .u24dd830c37e0118ea1bb60adb05edf83 .postImageUrl , .u24dd830c37e0118ea1bb60adb05edf83 .centered-text-area { min-height: 80px; position: relative; } .u24dd830c37e0118ea1bb60adb05edf83 , .u24dd830c37e0118ea1bb60adb05edf83:hover , .u24dd830c37e0118ea1bb60adb05edf83:visited , .u24dd830c37e0118ea1bb60adb05edf83:active { border:0!important; } .u24dd830c37e0118ea1bb60adb05edf83 .clearfix:after { content: ""; display: table; clear: both; } .u24dd830c37e0118ea1bb60adb05edf83 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24dd830c37e0118ea1bb60adb05edf83:active , .u24dd830c37e0118ea1bb60adb05edf83:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24dd830c37e0118ea1bb60adb05edf83 .centered-text-area { width: 100%; position: relative ; } .u24dd830c37e0118ea1bb60adb05edf83 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24dd830c37e0118ea1bb60adb05edf83 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24dd830c37e0118ea1bb60adb05edf83 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24dd830c37e0118ea1bb60adb05edf83:hover .ctaButton { background-color: #34495E!important; } .u24dd830c37e0118ea1bb60adb05edf83 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24dd830c37e0118ea1bb60adb05edf83 .u24dd830c37e0118ea1bb60adb05edf83-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24dd830c37e0118ea1bb60adb05edf83:after { content: ""; display: block; clear: both; } READ: Autism 3 EssayAlthough they were a part of different parties and held different beliefs but were reaching for the same star in the very distant sky. I dont believe that Hoover had any intentions of making things worse he was just doing what he thought to be best at the time. You will never know how great of a person lies within until they have been given a trying circumstance to overcome. Roosevelt and Hoover were definitely given that. Hoover had reforms much like President Regans (another conservative) in the 1980s but both Hoover and Regan left the nation in economical turmoil. Wise and prudent men-intelligent conservatives-have long known that in a changing world worth y institutions can be conserved only by adjusting them to changing time I am that kind of conservative because I am that kind of liberal (Document G). Hoover changed to keep it the same, to keep the tradition, to conserve the nation. Roosevelt changed to make it better, to help the common man, to restore liberty. Thus, deriving the terms that Roosevelt was a liberal and Hoover a conservative.

Kant Essays - Social Philosophy, Kantianism, Deontological Ethics

Kant Kant starts off making two distinctions regarding kinds of knowledge, empirical/rational and formal/material. Empirical or experience-based knowledge is compared with rational knowledge, which is independent of experience. This distinction between empirical and rational knowledge rests on a difference in sources of evidence used to support the two different kinds of knowledge. Formal is compared with material knowledge. Formal knowledge has no specific subject matter; it is about the general format of thinking about any subject matter whatsoever. Material knowledge is of a specific subject matter, either nature or freedom. Rational knowledge is metaphysics, of which there are two branches, the metaphysics of nature and of morals. The metaphysics of nature is supposed to provide rational knowledge of the laws of nature. These are not empirical laws; they are more like universal principles of nature that any empirical physical would presuppose, such as that no event in nature occurs without a natural cause. The metaphysics of freedom is supposed to provide knowledge of the laws of freedom. These are the universal rules, which free agents form to govern them. Therefore, Kant's grounding, his initial attempt at a critique of rational reason, is an investigation of the possibility of purely rational knowledge of morals. Take, for example, the Moral Rule: Thou shall not lie. If the moral law is valid as the basis of moral obligation or duty, then it must be necessary. Kant using the word necessity means that the rule obligates or binds whatever the conditions or in all circumstances. It also means that the rule applies to all rational beings and not only to human beings. In this second sense we can say that the rule is universally binding. So in fact, moral rules are universal and necessary. If a moral rule is to be universal and necessary, the moral law must be derived from concepts of pure reason alone. Therefore, if a moral rule or law can only be derived from reason alone, there must be a pure moral philosophy whose task is to provide such a derivation. According to Kant good will and only a good will is intrinsically good. Kant distinguishes two different types of intrinsic or extrinsic goods. If a thing is only extrinsically good, then it is possible for that thing not to be good, or to be bad or evil. Intrinsic goodness is goodness in itself; if a thing is intrinsically good, its goodness is essential to it; and its goodness is not a function of factors other than itself. Kant holds that only a good will, not happiness, is intrinsically good. The idea that it is reason rather than natural impulse that guides action for the sake of happiness is false. Parts of a person perform their functions by surviving and this provides happiness for the person. Reason functions poorly in serving that purpose; instinct does better job. Natural instinct rather than reason provides better for happiness. Kant distinguishes between having a reason to act and acting for a reason. The motivating reason is the reason for which agent acts. A justifying reason is the reason that justifies, warrants, and provides the criterion of rightness for the action. The agent's motivating reason might or might not provide a justifying reason for his action. Kant then defines three types of motivating reasons. One type of non-moral motivation is natural motivation. Action in accord with duty is motivated by immediate or direct inclination. Direct inclination includes such motives as love, sympathy, instinct for self-preservation, or the desire for happiness. The other type of non-moral motivation is prudence. An action in agreement with duty, but motivated by prudence, is action motivated by the pursuit of self-interest or happiness. Since all human beings naturally desire happiness, prudential motivation is indirectly motivated by a natural motivation. Moral motivation is the third type of motivation. The action is not only in agreement with duty, but motivated by duty, done from duty, or for sake of duty. The agent's motivating reason, the reason for which he acts, is that the action is what morality demands and he wants above all to do what reason demands.