This paper is entitled: Educating the teacher educator—A Ugandan case study . I am convinced that by reflecting on our own teaching we are able to identify our strenghts and weaknesses and by doing it, we are also capable of helping and improving our students' learning process. --Martha González MAGG--
This paper is entitled: Strategies to Increase Participation in Cooperative Learning Groups. It's an action research report that deals with three strategies (focused organization, group roles and same gender grouping) that could impact student participation when working in a cooperative group setting. The first two strategies proved that they increased students participation but the third strategy didn't. --AMF 15:04, 1 November 2010 (UTC)
Colleagues are encouraged to add comments here...
McKay, S. L. (2003) The Cultural Basis of Teaching English as an International Language TESOL Matters Vol. 13 No. 4 [Retrieved from:http://www.tesol.org/s_tesol/sec_document.asp?CID=192&DID=1000]
This article shows the importance of teaching culture when teaching an L2. Culture is significant in the linguistic dimension of the language itself, affecting the semantic, pragmatic, and discourse levels of the language (McKey, S.L., 2003, p.VI). According to McKey, when you learn a second language, it is important to know the proper use of it because saying something in America and England might not be the same even when you use the same words.
According Cortazzi and Jin in McKey, (2003, p.IX), "culture also plays an important role in teaching materials and methods and they distinguish three types of cultural information that can be used in language textbooks and materials:
- 1. source culture materials, which draw on the learners' own culture as content
- 2. target culture materials, which use the culture of a country where English is spoken as an L1
- 3. international target culture materials, which use a great variety of cultures in English- and non-English-speaking countries around the world"
The cultural aspects of English language not only has referred to the culture that English native speakers have but to the culture where English is spoken.
Aydin, S. (2010). A qualitative research on portfolio keeping in English as a foreign language writing. The Qualitative Report. Vol. 15, No. 3, pp. 475-488.
The study research how portfolios influenced pre-service English language teachers' writing skills. The author determined that although there were benefits, there were also drawbacks. The three drawbacks included the following: (a) "portfolio keeping is a boring and tiring process as it requires much time to prepare the first, second and third drafts for paragraphs and essays and to give and receive feedback that includes the examination of papers in accordance with a checklist and preparation of revision lists, (b) portfolio keeping prevents creative writing as pre-service teachers should write within the limits of certain paragraph and essay methods and techniques, and (c) fear of negative evaluation is one of the problems experienced by pre-service teachers when they have to study with partners" (p. 486).
Of the three challenges mentioned, the first is one that I see more often than the other two. But I think technology - specifically wikis - can help provide more feedback and give pre-service English language educators opportunities to prepare various drafts in a way that is open for everyone to see. Since wikis are open, feedback from the teacher, self-assessment, and peer assessment creates a more distributed approach to the writing process.
In general English classes, how can (e)portfolios be used to increase the English language learner's writing skill? Given that writing is only one of the skills that teachers focus on, are (e)portfolios a practical way to improve one's writing skills? Are there other more effective and efficient ways to increase a learner's writing skill?
Colleagues are encouraged to add comments here...
HI BEN! AS I PROMISED HERE I AM. ACCORDING TO WHAT I READ OF THE ARTICLE ABOUT (E)PORTFOLIOS, I AGREE WITH THE AUTHOR ABOUT THE DRAWBACKS HE MENTIONED. BUT THE WORST FOR ME IS THE LACK OF TIME WHILE CHECKING, CORRECTING OR GIVING FEEDBACK TO THE STUDENTS (WRITING SKILLS) - MAINLY IF THE SIZE OF YOUR CLASS IS FROM 20 TO 29 STUDENTS AS THEY ARE AT THE UAA IN FOMENTO CLASSES.--Lo 02:34, 29 September 2010 (UTC)LOLIS.
- Thanks for your comments Lolis. So, eportfolios will never work in Fomento? Are there any other perspectives or opinions regarding the practicality of using eportfolios to assist the English language learner in Fomento? By the way, I would ask that you consider using upper and lowercase letters when posting messages online for the following two reasons: 1) it appears as if you are shouting and 2) it's harder to read. Thanks! --Benjamin Stewart 21:45, 30 September 2010 (UTC)
Computer Assisted Language Learning, v23 n3 p253-275 Jul 2010
According to the abstract I read, it is mentioned that people can increase their vocabulary in L1 as well as in L2 by reading and trying to understand any new words by context. Another uselful technique is the use of an electronic or computer monolingual dictionary because they won`t translate the word(s), but understand them with examples. What do you think?
- What are some tips, strategies, or techniques that can be helpful when learning new vocabulary in context with the activity? How does your teaching practice differ between a lexical and grammatical approach? --Benjamin Stewart 13:45, 1 October 2010 (UTC)
Thanks for your comments. :) Lolis.
Web-based new literacies: Revisiting literacy in TESOL and EFL teacher education, Mahmoud Mohammad Sayed Abdallah (2010)
According to this article, new technologies play an important rolke in nowadays education so eucation as well as learnig need the inclussion of this new LITERACY to achieve a better learning based on new tools such as: media literacy, computer literacy, etc.
This is a good article since they are mentioning thye importance of creating new teaching approaches based on new technologies.