Education Commons^™

Humor In The Foreign Language Classroom, Emily M. Walker

Channels: Where Disciplines Meet

Humor is a notoriously vague construct, often identified not by formal definition but by individual intuition (Bell, 2009). This makes it rather difficult to study or categorize concisely – indeed, analyzing humor or explaining a joke is often thought to remove the fundamental enjoyment from the experience. Despite the inherent hazards, this research seeks to provide further insight into the effects and potential applications of humor in the foreign language (FL) classroom, guided by the following research question: How does L1 humor, specifically when used as a pedagogical tool, influence students’ affective filters in a college-level elementary foreign language classroom? …

Impact Of Communicative Activities On Improving Students’ Speaking Skills In English As Second Language, Ozlem Guler

International Graduate Program for Educators Master's Projects

This research is conducted to see the impact of communicative activities in students speaking skills in English as second language. And it is reached to a conclusion that communicative activities cause longer student speaking time in class. Moreover, the students mostly state that they learn better through communicative activities. Using language as a tool for communication rather than an aspect to learn will serve better. Language isn’t learnt but acquired such as the mother tongue. That’s why it should be done naturally just like a baby making baby steps to start uttering first words.

Expectedly, singing a memorized song is …

Humor In The Foreign Language Classroom, Emily M. Walker

Linguistics Senior Research Projects

Humor is a notoriously vague construct, often identified not by formal definition but by individual intuition (Bell, 2009). This makes it rather difficult to study or categorize concisely – indeed, analyzing humor or explaining a joke is often thought to remove the fundamental enjoyment from the experience. Despite the inherent hazards, this research seeks to provide further insight into the effects and potential applications of humor in the foreign language (FL) classroom, guided by the following research question: How does L1 humor, specifically when used as a pedagogical tool, influence students’ affective filters in a college-level elementary foreign language classroom? …

Impacts Of An International Professional Development Program: A Qualitative Study, Marijn W. T. De Waal

Masters Theses, 2020-current

This qualitative study with phenomenological components examined the impacts of a U.S. State Department-funded teacher professional development program, hosted at a liberal-arts university on the east coast of the United States in the spring semester of 2018. An initial review of the public literature revealed that it was challenging to find evaluation data pertaining to this particular program or ones of a similar nature. Through semi-structured synchronous online interviews with five program alumni, the researcher probed if—and if so, how—the professional development (PD) program had made the intended impacts on participants’ (1) teaching methods/curriculum, (2) content knowledge in their personal …

Fun With Grammar, Beena Anil

Teacher India

Activity-based learning can help students to learn grammar. Dr Beena Anil shares practical tips.

We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer

Lori Meier

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer

Karin Keith

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

Teaching In The Cracks: Using Familiar Pedagogy To Advance Lgbtq-Inclusive Curriculum, Michelle L. Page

Education Publications

English language arts teachers and other literacy educators have the opportunity to create more positive and more inclusive school experiences for gender‐ and sexual‐minority students, but many hesitate to transform their curricula and practices because of fear of community protest. To support educators who feel vulnerable or constrained, this article summarizes challenges facing gender‐ and sexual‐minority students and then describes the benefits and limitations of a variety of familiar instructional approaches that teachers can use to make curricula more inclusive, ultimately reducing isolation and invisibility of LGBTQIA students and experiences.

We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer

ETSU Faculty Works

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

Teaching Reading: Literature Review: A Review Of The Evidence-Based Research Literature On Approaches To The Teaching Of Literacy, Particularly Those That Are Effective In Assisting Students With Reading Difficulties, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia)

School and system improvement

Underlying a key purpose of the present review is the conviction that claims about what constitute effective literacy teaching, and of reading in particular, should be grounded in findings from rigorous evidence-based research. To this end, the present review of the research literature on teaching practices for students, with and without reading difficulties, relies largely, though not exclusively, on well-designed meta analytic syntheses that: (a) partial out methodological artefacts from the effect sizes; and (b) base their analyses on the actual procedures and components of instruction used in the studies reviewed. Following a brief outline of the background and purposes …

Teaching Reading: Report And Recommendations, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia)

School and system improvement

The objectives of the Inquiry were to review and analyse recent national and international research about literacy teaching approaches; identify the extent to which prospective teachers are provided with reading teaching approaches and skills that are effective in the classroom and have the opportunities to develop and practise the skills required to implement effective classroom reading programs; identify the ways in which research evidence on literacy teaching and policies in Australian schools can best inform classroom teaching practice and support teacher professional learning; examine the effectiveness of assessment methods being used to monitor the progress of students' early reading learning; …

Cursive Writing, Kathy Bittle

Honors Theses

There is no generally accepted agreement concerning the exact time when cursive writing should be introduced. Ruth G. Strickland says that the second grade appears to a number of people to be too early for two reasons: (a) children still have not developed enough muscular skill to make cursive writing easy and an excessive amount of time must be spent learning it, and (b) children have just reaching the stage in which they can enjoy manuscript writing as a tool and are beginning to be better writers. Herrick says that, in general, the time necessary for making the transition decreases …