Seminar paper from the year 2019 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,0, University of Münster (Englisches Seminar), language: English, abstract: This paper deals with the subject of learning and teaching vocabulary in the EFL classroom at primary school and hence provide a detailed overview of the most important aspects. Specifically, the role of songs and rhymes will be discussed, leading to the research question to what extent these are suitable to support vocabulary teaching to children. The task of this paper is to find out to which exemplary types of materials can be used in the classroom to motivate the children and support the learning of vocabulary. Also in the curriculum songs and rhymes are mentioned several times. Thus, at the end of the school entrance phase, the children should be able to learn words in context with songs and rhymes and connect verbs with movements.
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context. This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.
Shows how any piece of music - from folk and classical to jazz, rock, and pop - can be exploited in an immense variety of ways in the language classroom.
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
First Published in 2004. This work explores various forms of oppression that plague contemporary society. Through the analyses and reflections of theorists and social activists - including Paulo Freire himself - Politics of Liberation brings together, under a common project of human liberation, critical voices from around the globe: Mexico, Guatemala, Britain, Canada, Brazil, Argentina, Australia, New Zealand and the United States. The essays argue that Freire's work offers an avenue out of the malaise of contemporary politics and culture. They place Freire temporally in relation to moments of modernity and postmodernity; culturally and existentially in relation to the First and Third Worlds and at the standpoint of indigenous peoples; politically in terms of his attention to the range of sites and dimensions of oppression and their relatedness; and intellectually in relation to the eclectic range of theories on which he draws. The book is a response to the current global crisis of solidarity among progressive and dissident intellectuals, educators and cultural workers.
This book will help you master “classroom magic” – ESL games that engage ALL your students into learning English and turn ANY class into a perfect one, with all the goals achieved.There are flashcard games, games with a ball and other activities. In the description of every game you will find step-by-step instructions how to make the game “work” for your students.Colourful illustrations and zero preparation time make this book a MUST HAVE for any kindergarten teacher.
This brand new edition of English in Mind revises and updates a course which has proven to be a perfect fit for classes the world over. Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with both teachers and students. --Book Jacket.
Doctoral Thesis / Dissertation from the year 2014 in the subject Pedagogy - School System, Educational and School Politics, Haramaya University, language: English, abstract: The effective Assessment of automatic promotion practice requires complementary and more systematic changes in the schools. This study was designed to assess automatic promotion in light of these requirements. It conducted to answer some basic questions what are the statuses of automatic promotion policy practices? What are the views of stakeholders of education about automatic promotion? What are the problems related to automatic promotion practices? What remedial measures can be taken to overcome the challenges? Depending the above research questions The study was conducted in 25 schools as sources of information from the four Districts of Bale zone oromia Region, 230 teachers of the grades 1-3, 30 principals and 9 District Education experts and 5 CRC supervisors, 105 PTA members were taken as sources of information. The design of study used descriptive survey both quantitative and qualitative method the data was collected through questionnaires, interview, document, focus group discussion. The data obtained were analyzed mainly using percentage, chi-square and qualitative presentation in addition purposive sampling and simple random sampling techniques used. The results of the study reveals that the awareness of teachers about the reasons behind the introduction of automatic promotion in the schools, and about the different alternative strategies other than retention and automatic promotion in dealing with low-performing students. Teachers seem to know all the implications of automatic promotion in their teaching practices. But, in practice, teachers ‘utilization of continuous assessment and implementing mechanisms of automatic promotion is poor. They are also poor in applying different corrective measures to help low-performing students individually. The main criterion that is used in the schools to make promotion-retention decisions is continuous Assessment. It is necessary to provide schools with relevant publications on the issue of retention versus automatic promotion, different mechanisms of continuous Assessment and encourage teachers to conduct action research in their respective schools. It is also important to provide teachers with continuous assessment and promotion guides, well-developed and observational techniques and alternative materials. Finally, it is advisable to improve teachers’ awareness and skill about all the implications of automatic promotion through in-service courses, seminars, conferences, workshops and field-trips.
