The students translate in class for other students, interpret signs and notices in the environment, and translate instructions, letters to friends and relatives. Additionally, they mentally translate ideas from their mother tongue into English. Translation might provide a guided practice in reading. Leonardi(2009, p.143) adds, before starting translating a text, it “should be read carefully and analyzed in detail to determine the contents in terms of what, how and why it is said”. Leonardi (2010) claims that a good translation should flow naturally, re-create both the style and the context of the original text, and follow target language conventions.
2.1 Portfolio Paulson (1991) considers portfolios as a powerful educational device that makes it possible for students to take responsibility for their learning. He believes that portfolios can supply the curriculum with instruction and authentic assessment. Accordingly, through the focus on individuals they can be reflection of the educational process. On the other hand, according to Weigle (2002) “portfolio assessment is seen by many as an alternative approach to writing assessment that can allow broader inferences about writing ability that are possible with single-shot approaches to evaluating writing, both in individual classroom and on a larger scale" (p.197). In addition, with portfolios students attempt to view themselves as
Inclusive Learning and Teaching. Knowing, as a teacher, how you learners learn effectively should be on the top of your priority list due to its importance in consolidation of inclusive learning that needs to take place. To promote inclusive learning, differentiated teaching approaches, therefore, should be effectively adopted by educators by evaluating their learners to comprehend their learning styles and learning profiles (Seward, 2018). According to Gagne (1985), there are different learning styles and each style requires different types of teaching (Gravells, 2014, p. 43). The initial discussions and assessments would give teachers an insight to their learners’ prior knowledge, motivation, levels of learning and would also show their literacy
As teachers assemble data/information about student learning, several categories may be incorporated. With a specific end goal to better comprehend understudy learning,, teachers need to consider information about the products (paper or otherwise) students make and test they take, observational notes, and reflections on the correspondence that occurs between teacher and student or among students. When a comprehensive assessment program at the classroom level balances formative and summative student learning/ accomplishment information, a clear picture rises of where a student is with respect to learning targets and guidelines. Students ought to have the capacity to express this mutual data about their own particular learning. At the point when this happens, students drove gatherings, a developmental appraisal system, are legitimate.
“The Expanded Definition of Sociolinguistics is one of the uses of language in society is to build and sustain meaningful relationships among people (Spolsky, 1998)”. Multiculturalism, as the art of managing diversity, is an inclusive process where no one is left out. This is essential in effective teaching. To communicate successfully, teachers must know how to structure their own language output for maximum clarity and have strategies for understanding what students are saying. Teachers in multicultural classrooms must be open to their students and put forth the effort needed to get to know their students both inside and outside of class.
Influence ICT tools use in language learning to improve communication skills in Arts and science colleges *Dinesh P, **Dr. J. Karthikeyan *Research Scholar, Department of English, School of Social Sciences and Languages, VIT University, Vellore. **Assistant professor (Senior) in English, School of Social Sciences and Languages, VIT University, Vellore. Abstract A resourceful English language teacher to equip with using variety of ICT tools is desirable in English language as a second language classroom. The challenges of language teacher instruction increases when prescribed English as a second Language with the help of course materials are constituted with too many interactive language proficiency activities. Most importantly ICT as a common
But when the necessary regulations have been made, it is a good way to interchange the information that has been thought. Educational system is a system that there can be multiple materials and ways to educate student. (Ewans & Waring, 2011) In a differentiated classroom, the teacher assumes that different learners have different needs. Therefore, the teacher should proactively plan a number of ways to get at and express learning. Also, In differentiation instruction, the student is center, so it is necessary for learners to be active in such a class.
This essay will be clearly elaborating on how teachers can implement or embed ICT within the primary school curriculum. Embedding ICT in primary school classrooms will eventually help to develop a child’s vocabulary and variety of expression. For example, if a child record and play back his/her voices reading either a published text or his/her own writing, he/she develop an association between his/her spoken language and written forms of
Functional-notional approach was the earlier version of communicative language teaching. In this approach the designers had the full authority to in cooperate the main goals and create the effective environment for the learners to learn the language through communications. In communicative language teaching approach the teacher always lead the role as a facilitator or coach and push the students to communicate in English to improve their language through communication or interaction. The curriculum of the government secondary schools in Malaysia should use communication language teaching in the secondary schools for several important