Using children’s literature in ELT: A story-based approach

There has been a growing interest in the role of children’s literature in language teaching since the 80s, when the communicative approach made it possible to bring stories into the classroom (Garvie, 1990). It is undeniable that storytelling has many benefits. Not only are children naturally drawn to stories, but they are also an effective and enjoyable way to teach and learn. This article presents the findings of a MA project on using stories with children. It shows the importance of stories on language acquisition and concludes with some practical suggestions based on my teaching experience with young learners.

Reading for Academic Purposes: Techniques and Strategies to help Angolan ELT Students at ISCED-Benguela enhance their Reading Skills

This paper examines academic reading difficulties Angolan second year ELT students have at ISCED (Instituto Superior de Ciências da Educação) in Benguela and focuses on a variety of reading strategies and techniques as well as models for reading materials to help improve academic reading skills. Finally, it recommends the use of appropriate reading strategies and techniques, materials, and the adoption of a more student-centred approach in teaching reading to encourage the development of a reading culture for academic purposes.

"Niin kauan kuin elät, et voi olla oppimatta"

Artikkeli on Brad Absetzin haastattelu, joka on julkaistu englanniksi Life and Education in Finland -lehdessä 1/95

In your hands : NLP in ELT.

La programación neuro-lingüística es una colección de técnicas, modelos y estrategias que ayudan a la comunicación y al crecimiento personal, así como al aprendizaje. Aquí, se trata de la aplicación de estas técnicas dirigidas a la enseñanza y aprendizaje de idiomas, en este caso, del inglés como lengua extranjera. Y esta destinado,a profesores que quieran mejorar su labor docente y el rendimiento de sus alumnos.

Ideas and issues in primary ELT.

Esta colección de artículos, se derivan de una importante conferencia internacional a nivel primario ELT. Proporciona una introducción ideal a los problemas en la enseñanza del Inglés como lengua secundaria o extranjera a nivel primario. La conferencia en la que estos documentos se presentaron por primera vez reunió a personas relacionadas con diferentes aspectos de la enseñanza del Inglés para estudiantes de primaria. Los tres escritores de la primera parte de esta colección plantea la cuestión fundamental de si una lengua secundaria deben enseñarse a los niños más pequeños. Los temas incluyen: criterios para planes de estudios y el diseño del programa de estudios, materiales para la escritura a nivel primario, aula de idiomas, nivel primario de formación de profesores.

An A-Z of ELT: A dictionary of terms and concepts used in English Language Teaching.

Este es un libro para profesores de inglés como lengua extranjera. La formación y el desarrollo no sólo implican la adquisición de nuevas habilidades y técnicas sino también un lenguaje especializado para poder hablar. Este libro es más que solo un glosario o un diccionario, es también una enciclopedia donde cada entrada ofrece un breve resumen de los principales temas, debates y las implicaciones prácticas asociadas a cada concepto, así como conexiones entre conceptos relacionados. Para usuarios que están interesados en seguir áreas particulares con más detalle, hay una lista de documentos relacionados al final del libro.

MCAO for Extremely Large Telescopes: the cases of LBT and E-ELT

Several MCAO systems are under study to improve the angular resolution of the current and of the future generation large ground-based telescopes (diameters in the 8-40 m range). The subject of this PhD Thesis is embedded in this context. Two MCAO systems, in dierent realization phases, are addressed in this Thesis: NIRVANA, the 'double' MCAO system designed for one of the interferometric instruments of LBT, is in the integration and testing phase; MAORY, the future E-ELT MCAO module, is under preliminary study. These two systems takle the sky coverage problem in two dierent ways. The layer oriented approach of NIRVANA, coupled with multi-pyramids wavefront sensors, takes advantage of the optical co-addition of the signal coming from up to 12 NGS in a annular 2' to 6' technical FoV and up to 8 in the central 2' FoV. Summing the light coming from many natural sources permits to increase the limiting magnitude of the single NGS and to improve considerably the sky coverage. One of the two Wavefront Sensors for the mid- high altitude atmosphere analysis has been integrated and tested as a stand- alone unit in the laboratory at INAF-Osservatorio Astronomico di Bologna and afterwards delivered to the MPIA laboratories in Heidelberg, where was integrated and aligned to the post-focal optical relay of one LINC-NIRVANA arm. A number of tests were performed in order to characterize and optimize the system functionalities and performance. A report about this work is presented in Chapter 2. In the MAORY case, to ensure correction uniformity and sky coverage, the LGS-based approach is the current baseline. However, since the Sodium layer is approximately 10 km thick, the articial reference source looks elongated, especially when observed from the edge of a large aperture. On a 30-40 m class telescope, for instance, the maximum elongation varies between few arcsec and 10 arcsec, depending on the actual telescope diameter, on the Sodium layer properties and on the laser launcher position. The centroiding error in a Shack-Hartmann WFS increases proportionally to the elongation (in a photon noise dominated regime), strongly limiting the performance. To compensate for this effect a straightforward solution is to increase the laser power, i.e. to increase the number of detected photons per subaperture. The scope of Chapter 3 is twofold: an analysis of the performance of three dierent algorithms (Weighted Center of Gravity, Correlation and Quad-cell) for the instantaneous LGS image position measurement in presence of elongated spots and the determination of the required number of photons to achieve a certain average wavefront error over the telescope aperture. An alternative optical solution to the spot elongation problem is proposed in Section 3.4. Starting from the considerations presented in Chapter 3, a first order analysis of the LGS WFS for MAORY (number of subapertures, number of detected photons per subaperture, RON, focal plane sampling, subaperture FoV) is the subject of Chapter 4. An LGS WFS laboratory prototype was designed to reproduce the relevant aspects of an LGS SH WFS for the E-ELT and to evaluate the performance of different centroid algorithms in presence of elongated spots as investigated numerically and analytically in Chapter 3. This prototype permits to simulate realistic Sodium proles. A full testing plan for the prototype is set in Chapter 4.

Sēfer Mēṣaḥ Ahārôn : ʿal megillôt Estēr, targûm rîšôn we-targûm šēnî ; dś iz war gimachṭ oif megiles Ester ... alz guṭ ṭaiṭš gšṭelt ...

[Aharon Ben-Mordechai aus Rödelheim]

Hr. Minister Eichmann wird gebohmhammelt, weil er den Weg zu de Freiheit verram̄elt: Eene reh-speck-volle Interpellation: Nämlich ick bitte Ihnen um Entschuldigung, wenn ick störe ...

Welsch (Projektbearbeiter): Kritische Auseinandersetzung mit dem Inhalt eines Rundschreibens des Innenministers von Eichmann vom 5. Oktober 1848, in dem vom Mißbrauch des Rechts auf Meinungs- und Versammlungsfreiheit die Rede ist und die zuständigen Beamten angewiesen werden, in solchen Fällen 'mit Nachdruck' einzuschreiten: "Ne, jutstet Eichmänneken, so lassen wir nich mehr mit uns reden. Det is 'ne vormärzliche Sprache, die Sie in Ihr Rundschreiben führen ..."

Ḥoreve ṿelṭen /

In Yiddish.

From experience to knowledge in ELT

From Experience to Knowledge in ELT investigates the developing discourses of English Language teachers in a variety of international contexts. By analysing how professional development takes place through participation in professional discourse, the chapters shed light on what teachers do and why they do it. - Better understand what they have already learned through their teaching - use that new understanding to develop their teaching - prepare to gain a recognised qualification (such as the Cambridge Teacher Knowledge Test) Using short extracts from published course books as examples, From Experience to Knowledge in ELT offers the teacher reliable procedures and alternatives, as well as ways of thinking about developing a personal teaching style.

Critical pegagogy in ELT: perspectives and praxis of western English teachers in Korean post-secondary education

Presently, there are numerous Native English Teacher (NETs) teaching in Korean post-secondary educational (PSE) institutions. The aim of this thesis is to explore the views held by NETs with regards to their self-perceived teaching perspectives while working in a Korean PSE setting. The thesis also aims to answer the assertion made in the literature that English as Foreign Language (EFL) teachers are "acritical and atheoretical". To this end, the thesis intends to identify the extent of the NETs’ preference for social reform as a teaching perspective, the NETs stated reasons for identifying with roles as social reformers, how these views are reflected in the NETs’ practice (praxis), what the barriers impeding the adoption and enactment of social reform are, and how the NETs’ perspectives relate to critical pedagogy. The results reveal that NETs in Korean PSE do not align themselves with social reform, yet categorizing NETS as "acritical and atheoretical" may be overly-simplistic. The results show that there are three kinds of obstacles that prevent NETs from engaging more with social reform and being less acritical and atheoretical: 1) NETs teaching in Korean EFL are conflicted and/or confused about their roles as English teachers; 2) there are significant cultural constraints to teaching in Korean EFL as a NET; 3) there are significant pedagogical constraints to teaching in Korean EFL as a NET.