Non‐Native‐Speaker English Teachers
The non‐native speaker (NNS) movement seeks to empower English academics WHO don’t seem to be native speakers of English. What began twenty years past as an endeavor by a number of students within the us has currently unfold worldwide. whereas most goals of the movement are achieved, discrimination against NNS English academics still prevails. [1]
Teachers, Technology, and Change: English Teachers’ Perspectives
This article reports on a study of West Germanic language arts teachers’ makes an attempt to integrate technology into English room. Informants enclosed middle and highschool English lecturers with varied teaching and technology experiences. Conceptualized as associate interview study, the study used associate open-ended protocol and ad lib generated probes to hunt teachers’ views. Results from the study discovered that lecturers represented their attitudes toward technology through issues of gains, dilemmas, and issues with reference to their own or their students’ laptop applications. ruled by the “practicality ethic,” as hostile researchers’ and legislators’ “rationale ethic” (Doyle & Ponders as cited in Fullan & Stiegelbauer, 1991), the lecturers during this study were willing to just accept modification as long as they were convinced that it’d enable them to examine a gain for his or her students further as for their own educational practices. directors, on the opposite hand, were reported to push for technology, for they perceived to understand it because the final goal in any instructional context. [2]
Preparing pre-service English teachers for reflective practice
This article explores however dialogue journals and response journals will be wont to encourage reflection among pre-service academics. cardinal pre-service English academics from 2 city universities participated within the study. One cluster wrote dialogue journals and therefore the different cluster wrote response journals throughout 2 semesters on 2 separate ELT methodology courses, each instructed by the author. information was gathered from their journal entries and post-study interviews. The findings show that dialogue and response journals provided opportunities for pre-service academics to have interaction in reflective thinking, and every one of them found the expertise of journal writing helpful. [3]
A Manual of Physics
THE try created by Dr. Peddie to produce a manual of physics appropriate for English students and English academics is altogether deserve praise, and his effort has without doubt been, on the full, successful. the most effective works nowadays in use in higher colleges and in schools as text-books of physics square measure the well-known English translations of 2 French books, Ganot and Deschanel. These are, no doubt, wonderful books in their means, and within the hands of ready English translators the initial French compilations have received nice improvement. A recommendation conjointly of those French books is to be found within the lovely diagrams and photos of experimental equipment. [4]
Strengthening English Learning in Language Transition Classes by Spiraling English Teachers’ Competences in Tanzania
English is a crucial language in United Republic of Tanzania and therefore the world over. In United Republic of Tanzania, it’s a mandatory college subject in primary and lower secondary (i.e. Forms I to IV) education and a mandatory medium of instruction in secondary tertiary levels of education. However, many studies have systematically reported on low levels of English ability among students in secondary faculties in United Republic of Tanzania. matters is a lot of evident at the language transition category (Form I). This study aimed toward mitigating the challenges encountered in learning English in kind I categories. The study established a School-Based skilled Development (SB-PD) program to enhance ability in English among kind I students. Six (6) English lecturers and thirty (30) kind I students from 3 secondary faculties in Dodoma Region were concerned during this study. The referred lecturers shaped a learning team and took part in a very series of activities that were expedited by researchers from the University of Dodoma (UDOM). [5]
Reference
[1] Braine, G., 2012. Non‐native‐speaker English teachers. The Encyclopedia of Applied Linguistics, (Web Link)
[2] McGrail, E., 2005. Teachers, technology, and change: English teachers’ perspectives. Journal of Technology and Teacher Education, 13(1), (Web Link)
[3] Lee, I., 2007. Preparing pre-service English teachers for reflective practice. ELT journal, 61(4), (Web Link)
[4] A Manual of Physics
Naturevolume 46, pages52–54 (1892) (Web Link)
[5] Prosper, G. and Doroth, E. (2017) “Strengthening English Learning in Language Transition Classes by Spiraling English Teachers’ Competences in Tanzania”, Asian Research Journal of Arts & Social Sciences, 3(3), (Web Link)
