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On this week's show, we begin (1:08) with a conversation about our recent decision to use diacritics in Vietnamese names on the Saigoneer website. What are the benefits of using the language to its full extent, and what does the fact that most websites publishing in English don't use diacritics say about our relationship to Vietnamese?Then (21:16), we look at the ongoing COVID-19 outbreak centered on Da Nang - how has this development impacted daily life in Saigon, and what do we think of the protective measures being taken here?As always, we close with Bánh Mì Banter (31:38).

Go here to save $10 on StoryworthFor a limited time save $10 on your first purchase.Preserve your family's life memories.Give your family a gift they will cherish for years to come. Learn more about your ad choices. Visit podcastchoices.com/adchoices

29p. : 30 cm

The purpose of this publication is to help teachers identify the levels which children have attained in their thinking as they express their attitudes, values, and behaviors through oral language. Provided are (1) sample questions applicable to various maturity levels to enable teachers to gauge the level of difficulty of their classroom questions, (2) typical responses from children for ascertaining the level of thinking demonstrated by student classroom questions, and (3) suggested questions and responses to illustrate the ways in which affective behaviors, attitudes, and values develop. Teacher questions and sample student responses are given for each of five levels of pupil behavior within the oral skills learning process--(1) receiving, (2) responding, (3) valuing, (4) organizing, and (5) characterizing by a value complex. Also included are a chart illustrating the "meaning typical of commonly used affective terms measured against the taxonomy continuum" (based upon "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook II: Affective Domain"), and bibliographies for teachers and pupils. (JM)

Leviticus Hebrew Merged To English Made Using Google Translate Merged

Leviticus Hebrew Merged To English Made Using Google Translate Merged

The purpose of this study is to investigate the effect of using computer games on the lower basic stage student's achievement in learning English at Al-SALT Schools. The population of this study consisted of all lower basic stage students in AL-SALT schools during the scholastic year 2011-2012. However, the sample of this study consisted of 88 male and female third grade students divided into two groups, the experimental group which under went a teaching experiment using computer games, and control group using the traditional method. The instrument of the study was an achievement test that aimed at measuring students' performance. The independent variables were the teaching method, technique and the computer games. The dependent variable was the student's achievement in English. The findings of the study revealed significant differences in the mean scores between the control and the experimental groups, students' performance of experimental group was better than that of the control group.

How can ELT be made enjoyable and effective? One feasible pedagogical application is to integrate English songs into ELT. Song, a combination of music and lyrics, possesses many intrinsic merits, such as a kaleidoscope of culture, expressiveness, recitability and therapeutic functions, which render it an invaluable source for language teaching. This paper provides theoretical arguments and practical support for using English songs in ELT.

How can ELT be made enjoyable and effective? One feasible pedagogical application is to integrate English songs into ELT. Song, a combination of music and lyrics, possesses many intrinsic merits, such as a kaleidoscope of culture, expressiveness, recitability and therapeutic functions, which render it an invaluable source for language teaching. This paper provides theoretical arguments and practical support for using English songs in ELT.

REALITY computer system, using ENGLISH computer language - Microdata

REALITY computer system, using ENGLISH computer language - Microdata

REALITY computer system, using ENGLISH computer language - Microdata

REALITY computer system, using ENGLISH computer language - Microdata

The aim of this study is to gain more knowledge about the materials and teaching strategies used by an English teacher in Uzbekistan to teach seventh-grade students speaking. It was conducted using a case study research design. The study's instruments are the observation logs, interview questions, and documentation. Every step of the English teaching process for the seventh-grade class is observed by the researcher. The researcher also conducted interviews with five students and five teachers to get more data. The paperwork is used to verify the data from the observations. The study's results show that English teachers use a range of teaching techniques, such as question-answer display, translation, drilling, and debate.

IR

ix, 128 pages

ix, 128 pages

In the present scenario English communication skill teachers have always been concerned about the inadequacy of conventional methods of teaching communication skill in Indian rural area education systems. The teacher of 21st century should shed traditional concepts and techniques of classroom teaching and should adopt the recent and innovative teaching techniques. The four major skills of language learning, listening, speaking, reading and writing provide the right key to success. English teachers in rural areas often face the non-availability of required technical support and relevant atmosphere to teach English effectively. In teaching communication skills, teachers must be innovative, creative and resourceful with thorough knowledge of the subject and adopt new techniques. The urban students are exposed to a lot of methods of learning English. Whereas rural students have only limited exposure to learn English. The key part of learning procedure was attributed through memorization of vocabulary and translation of sentences. The focus is given that how students can put their learning into practice through effective communication skills. The aim of this paper is to showcase the use of innovative techniques for teaching English communication skills of rural area students.

The effectiveness of a statistical machine translation system (SMT) is very dependent upon the amount of parallel corpus used in the training phase. For low-resource language pairs there are not enough parallel corpora to build an accurate SMT. In this paper, a novel approach is presented to extract bilingual Persian-Italian parallel sentences from a non-parallel (comparable) corpus. In this study, English is used as the pivot language to compute the matching scores between source and target sentences and candidate selection phase. Additionally, a new monolingual sentence similarity metric, Normalized Google Distance (NGD) is proposed to improve the matching process. Moreover, some extensions of the baseline system are applied to improve the quality of extracted sentences measured with BLEU. Experimental results show that using the new pivot based extraction can increase the quality of bilingual corpus significantly and consequently improves the performance of the Persian-Italian SMT system.

Worcester Public Schools (Worcester, Massachusetts): (English) WPS Caregivers Webinar: Using Google Calendar as an Agenda for Students

This is the audio file for the same presentation found on Slideshare.com.

Avoid using filler words and learn English the proper way: https://doingenglish.com/freetraining When you’re speaking English and you find yourself saying a lot of “uhh”s and “ahh”s and “kinda”s, it’s just basically your brain’s way of getting a bit more space to process what’s going on. But if you do it TOO much, it might become habitual. I talk more about how to reduce or stop using filler words in English in this video. And after watching, you can go to https://doingenglish.com/stop if you want to start learning how to speak English like how native speakers do. If you want to read more, go here: https://doingenglish.com/blog/how-can-you-stop-using-filler-words-when-youre-speaking-english-as-a-second-language/ #DoingEnglish, #JulianNorthbrook, #learnEnglish, #speakenglishfluently #englishconversationtips

This text was written to acquaint the non-native speaker of English with the pronunciation, usage and comprehension of English medical terms. A good science background and a knowledge of English grammar and usage are assumed. The volume is divided into five units: (1) Review of Oral English, (2) Vocabulary Exercises and Review, (3) Medical Prefixes and Suffixes, (4) Formation of Medical Terms, and (5) Medical Abbreviations. Vocabulary is taught in medical contexts. In Unit I, English vocabulary is typically presented in lists, exercises involve filling in blanks with appropriate words, and comprehension is practiced in dialog situations with short answer comprehension checks. Unit II contains a set of multiple choice exercises. Units III, IV and V are comprised of matching and short-answer exercises. The text is designed to be used by the student at his own pace. Though an answer key is not furnished, copious review sections are provided throughout. (CHK)

Traditional school science instruction has been largely unsuccessful in reaching diverse student groups and students from, in particular, underrepresented backgrounds. This paper presents a case study of an urban, dual-language middle school classroom in which the teacher used an alternative instructional approach, involving her students in an authentic geological investigation with fossils. In this instructional setting, the teacher successfully engaged her English-language learning students from Latino backgrounds in science learning through inquiry, instructionally congruent science teaching strategies, and explicit instruction in nature of science. Students participating in the geological investigation interacted with practicing scientists. This instructional approach modeled the activities of science and better connected diverse students to the scientific community of practice. The practices used in this classroom provide a compelling example of how science instruction can be carried out in a way that makes science accessible despite linguistic differences and engages students in the activities of science, who otherwise might not be.

  The current study used multidimensional analysis to investigate written political discourse in Pakistani English, which significantly advances the discipline of linguistics. A corpus of language data is analyzed using a method known as multidimensional analysis to identify and investigate linguistic features. The study employs Biber's (1988) multidimensional analysis using D1 and D5 of the multidimensional approach to investigate how the language of Pakistani tweets holds the official language. In his multidimensional approach, Biber addresses textual information and genre in two of his six dimensions, D1 and D5, respectively. The study was carried out by analyzing data from a corpus of Pakistani English tweets using MAT software (version 1.3). Because the technology allowed for the data to be categorized and analyzed, the researchers were able to identify and quantify linguistic elements. After that, these characteristics were investigated and qualitatively assessed using D1 and D2 from the multidimensional approach. The findings demonstrated the usage of D1 non-informational vocabulary in Pakistani English political literature. The significance of the study lies in its ability to illuminate the features of written discourse in Pakistani English, specifically concerning politics. The results of the investigation suggest that the language used in written political discourse, Pakistani English, is not the official language. The study also highlights the need for multidimensional analysis in understanding the nature of written discourse across genre and linguistic barriers. To sum up, the results of this study can significantly benefit the linguistics community and direct efforts towards language standardization.

Transliteration is the task of translating text from source script to target script provided that the language of the text remains the same. In this work, we perform transliteration on less explored Devanagari to Roman Hindi transliteration and its back transliteration. The neural transliteration model in this work is based on a sequence-to-sequence neural network that is composed of two major components, an encoder that transforms source language words into a meaningful representation and the decoder that is responsible for decoding the target language words. We utilize gated recurrent units (GRU) to design the multilayer encoder and decoder network. Among the several models, the multilayer model shows the best performance in terms of coupon equivalent rate (CER) and word error rate (WER). The method generates quite satisfactory predictions in HindiEnglish bilingual machine transliteration with WER of 64.8% and CER of 20.1% which is a significant improvement over existing methods. 

This paper aims at investigating the effect of using Arabic language for teaching English as a Foreign Language in a Jordanian context at elementary school stages in Al-Karak Directorate of Education. English language teachers usually intend to focus on using English in their classes, but they come across a big problem which is the lack of communication between the teachers and their students as they have difficulties in comprehending what they think of as a difficult foreign language. The sample of the study consists of 30 participants. The researcher used random sampling to select the participants of the study. The researcher used a questionnaire survey and a test to elicit data from the participants. The findings of the research indicated that using Arabic language as a facilitating tool in English classes has affects negatively and positively teaching English as a foreign language with a classroom setting in a Jordanian context. This paper recommends further research be conducted to investigate relevant types of problems related to this study with different areas.

This research introduces unique parallel corpora to uncover linguistic behaviors in L2 argumentative writing in the exact correspondence to their appropriate forms provided by English native speakers (NSs). The current paper targets at the mysterious behavior of I think in argumentative prose. I think is regarded as arguably problematic and controversial in L2 writing community; the overuse of this marker underscores the points, confusing logical development, while the rubric of argumentative writing tests such as TOELF and IELTS requires test-takers to write their personal views. Actually, I think is favoured as a booster in academic writing of particular disciplines. Our approach resolves this, investigating how I think was used in Japanese students' writing and corrected by NSs, specifically, how I think was deleted or kept by NSs. This is a promising method and immediately applicable to classroom teaching, where university students can receive feedback from our unique parallel corpora.

The present study aimed at developing English language planning strategy of second year distinguished governmental language preparatory school pupils using the a WebQuest model. Fifty participants from second year at Hassan Abu-Bakr Distinguished Governmental Language School at Al-Qanater Al-Khairia (Qalubia Governorate) were randomly assigned into two groups: experimental group (N = 25) and control group (N = 25). Two main instruments were used: writing strategies questionnaire and think-aloud protocol. The instruments were administered before and after the experiment. Quantitative and qualitative data analyses were conducted. T-test was used to compare the mean scores of the control group and the experimental one in the pre-post applications. Results showed that the experimental group pupils have developed their English language planning strategy. It was concluded that the WebQuest model was effective in developing English language planning strategy of the participants. It was also recommended that the WebQuest model should be integrated into writing instruction programmes. The Writing Strategies Questionnaire is appended.

Games can be helpful in the acquisition of many aspects of language including vocabulary, grammar and pronunciation. The use of games is not new in the English language learning classroom, but when bundled with other aspects of learning can be very beneficial. ESLs accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this projects is to prove that games are effective tools when used to teach vocabularies and make it easier for students to remember their meanings. There are examples in the literature to argue the strong relationship between games and language that are substantiated by research in the fields of teaching vocabulary to English language learners. Harmer, 1991 postulates that vocabulary is the basic part and a key element to learn any language. Teaching vocabulary using games has become crucially important for English language learners because they sustain enjoyment and interest in learning and encourage using the language in a fearless and creative manner.

Abstract The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. Furthermore, it suggests possible outcomes, such as creating classroom activities and encouraging student motivation, of utilizing CLT to teach English in a university context. References Abahussain, M. O. (2016).  Implementing Communicative Language Teaching Method in Saudi Arabia: Challenges Faced by Formative Year Teachers in State Schools . (PhD). University of Stirling, Scotland. Abrejo, B., Sartaj, S., & Memon, S. (2019). English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh.  Advances in Language and Literary Studies ,  10 (5), 43–49. https://doi.org/10.7575/aiac.alls.v.10n.5p.43 Ahn, S. Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language.  Journal of Multilingual and Multicultural Development ,  38 (8), 712-725.  https://doi.org/10.1080/01434632.2016.1242595. Al-Nasser, A. S. (2015). 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The primary characteristics of English pragmatics in Applied Linguistics: Exploring the Key Features of English Pragmatics in Applied Linguistics.  Inverge Journal of Social Sciences ,  2 (2), 1–13. https://doi.org/10.1022/ijss.v2i2.25 Dey, M., Amelia, R., & Herawati, Y. W. (2023). Challenging the'Native Speaker'Ideal: The Impact of Native Speakerism on Language Education.  Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa ,  17 (2), 232-245. Dos Santos, L. M. (2016). Foreign language teachers' professional development through peer observation programme.  English Language Teaching ,  9 (10), 39-46. https://doi.org/10.5539/elt.v9n10p39. Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an Urban School . International Education Studies ,  10 (1), 255-265.  https://doi.org/10.5539/ies.v10n1p255. Dos Santos., L. M. (2019). 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Celce-Murcia (Ed.),  Teaching English as a Second or Foreign Language  (pp. 125-136). Los Angeles: University of California. Richards, J. C. (2006),  Communicative language teaching today . New York: Cambridge University Press. Richards, J. C., & Rodgers, T. (2001).  Approaches and methods in language teaching . Cambridge: Cambridge University Press. Savignon, S. J. (1997).  Communicative competence: Theory and classroom practice  (2nd ed.). Sydney, NSW: McGraw-Hill. Saengboon, S. (2002).  Beliefs of Thai EFL teachers about communicative language teaching . (Doctoral dissertation). Indiana University Bloomington, USA. Schulz, R.A. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ view on error correction and the role of grammar.  Foreign Language Annals ,  29 (3), 333-364. Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers.  Research Journal in Advanced Humanities ,  4 (2). Spada, N., & Lightbown, P. M. (1989). Intensive ESL programs in Quebec primary schools.  TESL Canada Journal, 7 , 11-32. Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos.  International Journal of English Language Education ,  1 (1), 179-192. Thompson, G. (1996). Some misconceptions about communicative language teaching.  ELT Journal ,  50 (1), 9–15. Tomlinson, B. (2001). Humanising the Coursebook.  Humanising Language Teaching ,  3 (5). Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study.  Frontiers of language and teaching ,  3 (1), 125-131. Weiner, L. (2012).  The future of our schools: Teachers unions and social justice . Chicago, IL: Haymarket Books. Weiner, L., & Jerome, D. (2016).  Urban teaching: The essentials  (3rd ed.). New York, NY: Teachers College Press. West, A. J. (2016). 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English Grammar

Includes index

The Noctes are the natives of Tirap district in Arunachal Pradesh in North East India. The objective of the present paper is to explore the folk cultural practices as found in some of the rituals and ceremonies of the Noctes that aresimilar to certain ceremonies observed by the Ahoms. The field study conducted in the Borduria village has been the basis of the analysis and appreciation of the Chhalivan Festival of the Notes’ hint at using folk culture for purposes of English Language learning has also been offered to translate Nocte folk songs and prayers and use these in the school textbooks and for examination and evaluation purposes so that twin goals of cultural preservation and Nocte students’ academic performance enhancement can be achieved.

The Noctes are the natives of Tirap district in Arunachal Pradesh in North East India. The objective of the present paper is to explore the folk cultural practices as found in some of the rituals and ceremonies of the Noctes that aresimilar to certain ceremonies observed by the Ahoms. The field study conducted in the Borduria village has been the basis of the analysis and appreciation of the Chhalivan Festival of the Notes’ hint at using folk culture for purposes of English Language learning has also been offered to translate Nocte folk songs and prayers and use these in the school textbooks and for examination and evaluation purposes so that twin goals of cultural preservation and Nocte students’ academic performance enhancement can be achieved.

This activity aims to educate medical vocabulary skills in English for junior high school students to educate them in health education. The skills needed by students will be used as the basis for the preparation of teaching materials in English subjects intended and recommended for SMP Baiturrahim students. This community service took place at SMP Baiturrahim. This educational method uses the approach of providing materials and leaflets to students and teachers at SMP Baiturrahim in Jambi. SMP Baiturrahim which is located at Jalan H. Syamsoe Bachroen No. 32 RT. 04, Selamat, Kec. Danau Sipin, Jambi City, Jambi Province with 24 teachers, 53 male students, and 32 female students. Based on the education results, the Vocabulary Self-Collection Strategy (VSS) was successfully applied in English subjects with a good category at the beginning of educational activities and a very good category during the implementation of education at SMP Baiturrahim. In educational activities, the learning steps that have not reached the success criteria are strategy and environment. While the steps that have reached the success criteria are learning resources and students. In the next stage, there was an improvement in the learning process so that all learning steps had improved and reached the success criteria.

Purpose: Explore how different automated scoring (AS) models score reliably the expressive language and vocabulary knowledge in depth of young second grade Latino English learners. Design/methodology/approach: Analyze a total of 13,471 English utterances from 217 Latino English learners with random forest, end-to-end memory networks, long short-term memory, and other AS models. Findings: Random forest outperformed the other AS models as measured by the mean of quadratic weighted kappa (QWK = 0.70) followed by the end-to-end memory networks--long short-term memory (QWK = 0.69) across all tasks and data points. The QWK between humans was 0.90, while the human-machine agreement of three AS models and humans ranged from 0.66 to 0.70. Practical implications: Examine closely misclassifications between human and machine scoring to better understand the specific words and structures the systems were not capturing. Originality/value: Discuss findings in the context of developing efficient and reliable ways to analyze the natural speech of young English learners. This information could guide the vocabulary and language proficiency instruction in the early grades.

Many studies are related to the use of computer technology in learning and teaching but less work has been done to understand how computer technology users feel about them and how this technology helps in developing teachers' teaching methods. "Pronunciation Power" software is one of the computer technologies for teaching English pronunciation. This study examined the role of Iranian teachers in utilizing "Pronunciation Power software" in pronunciation instruction. The researchers used qualitative method consisted of semi-structured interview questions with a volunteer sample of four teachers from an open university in Lahijan, Iran. The researchers answered the research question pertinent to the role of Iranian teachers about utilizing this software in the instruction of pronunciation. Based on the obtained findings, pronunciation power software changed the Iranian teachers' roles from a dispenser of information to a facilitator of information. This change of role gave them more autonomy and greater opportunities in teaching pronunciation.

Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics or job training. Reading strategy instruction could potentially contribute to improving their reading comprehension. In this article, I outline the implementation of Collaborative Strategic Reading in an academic bridging program for low-literate refugee students 17 to 25 years old, followed by some of the observed accompanying benefits. Descriptions and examples of activities used are included, along with references for additional teaching resources.

Early childhood professional organizations support teachers as the best assessors of students' academic, social, emotional, and physical development. This study investigates the predictive nature of teacher ratings of first-grade students' performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system. The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137 third-grade schools attended. This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States. Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings--as reflected by domain scores on a performance assessment--are found to positively and significantly correlate with students' third-grade academic achievement.

Bridge simulator constitutes a very fundamental and vital tool to trigger and ensure that seamen or seafarers possess the standardized competence required. By using the bridge simulator technique, a reality based study can be presented easily and delivered to the students in ongoing basis to their classroom or study place. Afterwards, the validity training and testing as well as the consistent and precise teaching materials could be carried out to all students. One of the challenging issues encountered nowadays, particularly in the sphere of education, more specifically at the Merchant Marine Polytechnic in conjunction with the Maritime English learning model for the ANT II Program is that the Maritime English Learning System conducted or carried out remains teacher-centered where the teachers still play major and more dominant role and function as the primary source of information which is considered not effective. Therefore, the main thing to figure out is how to create an effective Maritime English Learning Model in relation to the education and training or seafarers level II at Merchant Marine Polytechnic. This research was "Research and Development" by using the research model advanced by Borg & Gall. The validity, practicality, and effectiveness of the product were determined using the developed tables. In addition, the learning outcomes were analyzed using the Wilcoxon Signed Rank test to analyze the significance of differences both groups. The research proves that this model is valid, practical and effective to use in learning. Therefore, it can be concluded that this model can be applied in the maritime English learning.

In China many non-English majors, who often score high on English exams that emphasize reading comprehension and grammar, have difficulty finding the English words they need to express their ideas in speaking and writing. This problem is not unusual, and it is often difficult for students to use their receptive reading and listening vocabulary for the productive skills of speaking and writing (Nation 2001b). Although students do display individual differences when it comes to vocabulary acquisition and use, they generally find it a great challenge to sufficiently master the spelling, pronunciation, and comprehension of words in their second language. This article discusses a method to deal with this obstacle to language production and illustrates how to use the Voice of America (VOA) Special English program to increase advanced students' vocabulary and improve their spoken and written skills.

An interactional sociolinguistic discourse analysis of adult, low-literate, beginning learners of English as a Second Language is presented. Four pairs of non-native speakers of English worked together on drill and practice software, interacting with each other, teachers, and software. All had zero to 6 years of previous schooling. Each pair was videotaped in interaction at the computer. The discourse analysis used several approaches: interethnic discourse and conversational style; communication accommodation theory; categorization of syntactic forms; politeness in speech; participant role analysis; conversational analysis; and forms and functions of repetition. Analysis found that the discourse was marked by use of directives, repair and correction routines, and various forms of repetition. Major findings include these: that social interaction surrounding use of drill and practice software is similar to task-based talk in other social settings (characterized by economical yet creative speech); face considerations are less important than clarity in issuing directives and correction; and learners employ a wider variety of discourse strategies when working with each other than with teachers. Further research on the interactional requirements of computer-assisted learning for adult literacy is recommended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Videos are a powerful tool in helping English language learners improve their language skills. They provide the learner with content, context, and language, and will play an increasing role in both classroom English-as-a-Second-Language instruction and self-study. Regardless of the quality and sophistication of videos, whether they are in use in a classroom, in distance learning, or in a combination, the teacher's guidance is crucial in facilitating use of this medium to improve adult English language learners' communication skills and knowledge of United States culture. Selection of videos should be based on their capacity for inspiration/motivation/interest, content, clarity of message, pacing, graphics, length of sequence(s), independence of sequence(s), availability and quality of related materials, and potential classroom use. Some videos, video series, and multimedia materials currently in use for ESL instruction are cited. Contains 19 references. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)

By applying the principles of total quality management (TQM), freshman composition can be taught in a way that focuses on the customer (the student), engenders a willingness for continuous improvement, builds quality into the process of writing, empowers the student to become responsible for his/her work, and allows students to make the necessary changes to improve the "product" based on feedback and evaluation. If teachers emphasize process rather than results and on empowering rather than controlling, teaching can become more enjoyable for both students and teachers. TQM-based teaching differs from traditional methods by focusing on team problem solving, quality, a less active role for teachers and a more active role for students. The first step in applying TQM techniques is providing students with the "tools" (information) to solve the "problem" (writing his/her paper) and establishing standards and expectations. Next, students choose who will work on their three-member teams to complete compositions. The teams divide up the work, set deadlines for individual drafts, determine how team meetings will be conducted, resolve their own conflicts, and trade ideas with other teams. Evaluation is ongoing and standards are raised each time a new project is introduced. Supplemental information is attached, including strategies for applying TQM; composition course outlines; lists of the benefits of TQM for the student, the characteristics of empowered students, skills students can transfer to the workplace and their personal lives, reasons teams work, principles for empowering people, principles of learning, and Deming's "14 points"; quotes from teacher evaluations indicating what students want; answers to the most often asked questions about TQM; and 18 suggested readings. (ECC)

x, 420 p. ; 21 cm

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