Education Commons^™

People, Not Headlines: Teaching English To Ukrainian Refugees, Katherine Gardiner

Master's Projects and Capstones

Since the Russian invasion of Ukraine on February 24th, 2022, thousands of Ukrainians have fled their home country, many resettling in English-speaking countries. Ukrainian refugees bring with them many strengths; however, the challenges of surviving in another country on top of the language barrier and the trauma they may carry must be carefully considered and given special attention by instructors of refugees. The purpose of this project is to address the lack of English teaching material for the increasingly growing population of Ukrainian refugees in North America. The handbook is informed by current pedagogy on community building, promoting self-efficacy and …

All About The American Flap, Kristin Lems

Faculty Publications

In this column, I am going to talk about the American flap, a phonological feature of the American English dialect. Those of us with backgrounds in ESL/EFL learn about this in our master’s programs, but I have found that even teachers who have taken a course in linguistics may not be aware of the flap and its important implications for listening, reading, and spelling in English (Lems, Miller, & Soro, 2017)

Teaching English In China’S Shadow Education Settings Where Communicative Competence Is Left Out, Bei Ye

Master's Projects and Capstones

ABSTRACT

English shadow education, whose curriculum in the shadow mimics the curriculum inside the school (Zhang, 2014) has become increasingly prevalent in China. The fact that English shadow education simply serves for dealing with examinations without developing learner autonomy and communicative competence is a problem that needs to be solved. However, the huge demand for shadow education is derived from deep-rooted traditional values and the current education system. Also, many contextual realities such as high student-teacher ratio, overloaded curriculum, and teachers’ limited English language proficiency (Nunan, 2003; Yu, 2001; Zhang & Watkins, 2007) stop teachers applying the Communicative Approach and …

A Comparison Of Teaching Methods In Taiwan For Young Learners Of English, Marilyn E. Hodgin

Master of Education Research Theses

The purpose of this research is to investigate what instructional methods are effectively being used in Taiwanese primary school classrooms to increase the abilities of students’ speaking and listening of English. The data for this qualitative study was collected from three sources. One was from a short survey of eight local teachers in the sample population. Another was from individual interviews with each of those instructors. The third was personal observations from the English classrooms while teaching in Taiwan. Most of the teachers were from the public schools, but two were private English instructors. Three themes emerged from the coding …

Teaching With Imagination And Learning By Doing: The Ideas, Methods, And Topics For Talk After School English Program In Korea From A Native English Teacher, Donovan P. Loomis

Liberal Arts and Engineering Studies

Teaching the students of Songseok elementary to love learning, love learning English, and confidence to speak like a Korean takes curiosity, imagination, and creativity. I demonstrate these skills to the students to challenge the students and help them develop their own gifts, talent, and abilities in these areas. Using sight and descriptive vocabulary I will develop their ability to remark on the remarkable and perceive the unique qualities of an object. They will have an understanding of how these new skills can benefit them and can communicate that understanding within the segment of the global economy in which English is …

A Guide For Teaching English At Language Schools In Osaka & Kyoto, Japan - A Description And Analysis With Job Hunting Reports, Kimiko Kunii

MA TESOL Collection

This is a report about teaching conditions in the private language schools based on my own direct experience and on information collected from interviews and from a questionnaire sent to schools in Kyoto and Osaka, Japan. The teaching conditions in lower secondary schools are also written in contrast to those of the private language schools. The questionnaries collected from each school are attached in this report.