Education Commons^™

Exploring Second Language Learning: Communicative Competence, Pragmatics, And Second Language Literacy, Timothy M. Mecham

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of the author’s teaching philosophy and three artifacts that explore elements of second language teaching. The teaching philosophy contains the author’s strategies of second language teaching including instructional practice, communicative language teaching theory, and application. This portfolio also contains artifacts of second language teaching that explore communicative competence, formal address pragmatics, and second language literacy. An annotated bibliography of books and articles that have impacted the author’s teaching beliefs and practices is also included.

The Role Of Pragmatic Competence In Second Language Acquisition, Leah J. Reigle

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is the culmination of the author’s years spent observing and studying language in the pursuit of a Master’s degree in Second Language Teaching at Utah State University. Included here is the author’s personal teaching philosophy on effective language instruction, written with a college-level EFL classroom in mind. In addition, and relating to this teaching philosophy, are three additional artifacts addressing the significance of pragmatics in second language acquisition. These artifacts demonstrate the author’s understanding of the roles of culture, language, and literacy in a second language classroom. An annotated bibliography supporting the author’s perspective and philosophy on language …

A Study To Determine What Businessmen In Logan Know About The Cooperative Office Education Concept, Penelope Patz

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

The first program of cooperative education was established in 1906, and by 1942 there were thirty programs in the country. During World War II, all cooperative programs were stopped in the interest of getting people through school as quickly as possible. When programs were resumed after the war, the pace picked up some, going from 26 programs in 1946 to 130 programs in 1968 (Ferris, 1969, p. 480).

The primary objective of cooperative vocational education is to turn out skilled, responsible young adults who upon graduation from high school can assume a productive place in our technical society. A successful …