Teaching Pronunciation As A Core Skill Using The Silent Way Approach,
2010
SIT Graduate Institute
Teaching Pronunciation As A Core Skill Using The Silent Way Approach, Jordan Cael
MA TESOL Collection
These materials were developed as part of an exploration of how to interweave the study of pronunciation together with the study of the meaning and structure of the language in a way that makes pronunciation practice a central, present, and prominent part of every lesson. Within the framework of teaching pronunciation with the materials, techniques, and principles of the Silent Way Approach, the focus was placed on creating activities that would (1) help students to notice and practice the essential pronunciation elements of the language, known in the Silent Way as the ‘melody’ (i.e., intonation, stress, phrasing, rhythm, etc.), (2) …
Acting For Transformation: An Esl Teacher And Her Adult Immigrant Students Dramatize The Students’ Life Stories,
2010
SIT Graduate Institute
Acting For Transformation: An Esl Teacher And Her Adult Immigrant Students Dramatize The Students’ Life Stories, Dana Horstein
MA TESOL Collection
This paper documents the implementation of a year-long drama project that was conducted with adult immigrant English as a Second Language (ESL) students at Asian Human Services, a community-based organization in Chicago. Throughout the year, during the fall, winter, and spring terms, three classes of students dramatized their life stories. This paper provides background for the project by explaining the history and role of drama in language education. It also considers the teacher’s motivations for the project and its design; its ultimate challenges and successes; as well as the insights that it provides about what it means to be a …
Teaching English To Children With Adhd,
2010
SIT Graduate Institute
Teaching English To Children With Adhd, Natalia Turketi
MA TESOL Collection
The focus of this paper is primarily put on enhancing the ESL teaching process and making foreign language learning successful and manageable for every student. The paper explores the process of teaching English to children who experience difficulties in learning languages due to their attention deficit and hyperactivity disorder problems. The author considers the process of second language acquisition for children with ADHD in terms of input and output speech issues, motivation problems and learning preferences. The ESL methodologies that can be applied effectively in addressing such learners’ needs and the rationale of their choice are then argued for. Examples …
Grounding Theory In Practice: A Reflection On Designing And Delivering A Workshop On Intercultural Sensitivity For Korean Public School English Teachers,
2010
SIT Graduate Institute
Grounding Theory In Practice: A Reflection On Designing And Delivering A Workshop On Intercultural Sensitivity For Korean Public School English Teachers, Kevin Giddens
MA TESOL Collection
In this paper I will use a process of rigorous reflection to explore the design and implementation of a cross-cultural simulation workshop as a means of developing intercultural sensitivity among Korean public school English teachers in Daegu, South Korea. After introducing the workshop design I will describe in detail my experience of delivering the workshop. I will overlay Milton J. Bennett’s model for developing intercultural sensitivity (1993) with participant reflections as a means of grounding theory to practice and exploring whether or not participants were able to demonstrate observable movement within Bennett’s model. I will then highlight some possible modifications …
Dance Your Way Into Culture: A Teacher’S Experience Using Dance In The Foreign Language Classroom,
2010
SIT Graduate Institute
Dance Your Way Into Culture: A Teacher’S Experience Using Dance In The Foreign Language Classroom, Jannely Almonte Ortiz
MA TESOL Collection
Although dance is an expression of culture, it has seldom been used in the foreign language classroom as a teaching tool. Using Patrick Moran’s Cultural Knowings Framework as an organizational foundation throughout the paper, the author shares why this topic became of great interest to her. She also addresses research and perceptions on movement and dance in an educational environment, and attempts to describe benefits and ways of including movement and dance in any foreign language classroom. Though this paper focuses on the author’s experience using merengue music and dance in the teaching of Spanish, it is intended for any …
A Competency-Based Proficiency Framework For Ritsumeikan Secondary Schools,
2010
SIT Graduate Institute
A Competency-Based Proficiency Framework For Ritsumeikan Secondary Schools, Ann Flanagan
MA TESOL Collection
This paper describes the research and development of a competency-based Proficiency Framework for Ritsumeikan Secondary Schools in Kyoto, Japan as part of curriculum renewal with the campus relocation. The author developed a six-year competency-based curriculum for the EFL classes. It is based on the Common European Framework of Reference. In addition to creating guiding principles and proficiency frameworks, the author has included suggested vocabulary and content, sample themes and topics, entry and exit profiles, and teacher competencies. Two programs, extensive reading and pen pals, have been integrated into the curriculum in order to offer more support for students’ second language …
How Esol Teachers Become Aware Of Communicative Peace,
2010
SIT Graduate Institute
How Esol Teachers Become Aware Of Communicative Peace, Josette Leblanc
MA TESOL Collection
This paper examines the implications that the relationship between teacher language awareness and communicative peace may have on educational programs for teachers of English for speakers of other languages (ESOL). The evaluation begins by analyzing proposals set out by the applied peace linguist Francisco Gomes de Matos, who suggests that ESOL teachers should teach communicative peace as an element of communicative competence, and also that education programs should provide training to support this approach. By juxtaposing current literature on structural and linguistic violence with Gomes de Matos' classroom techniques, the hypothesis is made that teachers who would teach communicative peace …
Attempting To Analyse (Language) Awareness: A Foray Into The Realm Of People's Perceptions Of, Attitudes Towards, And Conceptions About Language,
2010
SIT Graduate Institute
Attempting To Analyse (Language) Awareness: A Foray Into The Realm Of People's Perceptions Of, Attitudes Towards, And Conceptions About Language, Evan Zelezny-Green
MA TESOL Collection
This paper presents the process and results of a written questionnaire administered online to 200 individuals, designed to elicit their perceptions of, conceptions about, and attitudes toward language, The questionnaire was based on similar questionnaires presented orally in small groups to European pupils in the context of Language Awareness curriculum projects. The author presents respondents' answers to each question, grouped according to major patterns and underlying themes in the responses. Finally, possible questions for further research are posed, based on the patterns that emerged in the current study.
Pragmatic Impairments,
2010
University of Western Ontario
Pragmatic Impairments, Robert Stainton
Philosophy Publications
This review essay addresses the question, "What, properly speaking, is a pragmatic impairment?" Drawing on work from two recent books, it presents three possible answers, and evaluates them.
Phonological Awareness And Its Affect On Second Language Acquisition,
2010
California State University, San Bernardino
Phonological Awareness And Its Affect On Second Language Acquisition, Mallory Ann Ruiz
Theses Digitization Project
The purpose of this thesis is to explore the role phonological awareness plays in the second language (L2) classroom among English as Second Language (ESL) learners. In order to better understand the reasons behind second language (L2) student's phonological improvements, phonological awareness was tested to see what affect, if any, it had on student's intelligible speech. Six English as Second Language (ESL) college students participated in the study in which they provided three audio recordings of their English speech over the course of ten weeks.
Bridging The Gap: Composition Studies And Applied Linguistics/Teaching English As A Second Language In The Writing Center,
2010
California State University, San Bernardino
Bridging The Gap: Composition Studies And Applied Linguistics/Teaching English As A Second Language In The Writing Center, Chloe Anne De Los Reyes
Theses Digitization Project
This thesis offers a critical comparison of how the fields of Composition Studies and Applied Linguistics and Teaching English as a Second Language inform the tutoring of second language writers in writing centers. It examines where the two fields diverge and intersect in order to identify what knowledge can be useful from each working with the other. The thesis discusses implications of the findings as well as offers reccommendations for a richer tutoring of second language writers (L2 writers) in the writing centers.
Identity Through Change And Substitutivity Salva Veritate,
2010
University of Western Ontario
Identity Through Change And Substitutivity Salva Veritate, Ray Elugardo, Robert Stainton
Philosophy Publications
This paper has three modest aims: to present a puzzle, to show why some obvious solutions aren’t really “easy outs”, and to introduce our own solution. The puzzle is this. When it was small and had waterlogged streets, Toronto carried the moniker ‘Muddy York’. Later, the streets were drained, it grew, and Muddy York officially changed its name to ‘Toronto’. Given this, each premise in the following argument seems true. Yet the conclusion is a contraction. P1: Muddy York = Toronto P2: Muddy York evolved into Toronto P3: The context “__ evolved into Toronto” is transparent, i.e., it allows substitution …
Philosophy Of Language,
2010
University of Western Ontario
Specification And Inversion: Evidence From Malagasy,
2010
The University of Western Ontario
Specification And Inversion: Evidence From Malagasy, Ileana Paul
French Studies Publications
This paper analyzes specificational sentences in Malagasy and shows that such sentences involve obligatory inversion, marked by the topic particle dia. I argue that the topicalized element is a small clause predicate that inverts with its subject. Two competing analyses of this inversion are compared and contrasted. I conclude with a brief comparison of Malagasy and Tagalog.
The Contribution Of Domain Specificity In The Highly Modular Mind,
2010
University of Western Ontario
The Contribution Of Domain Specificity In The Highly Modular Mind, Axel Barcelo Aspeitia, Angeles Erana, Robert Stainton
Philosophy Publications
Is there a notion of domain specificity which affords genuine insight in the context of the highly modular mind, i.e. a mind which has not only input modules, but also central ‘conceptual’ modules? Our answer to this question is no. The main argument is simple enough: we lay out some constraints that a theoretically useful notion of domain specificity, in the context of the highly modular mind, would need to meet. We then survey a host of accounts of what domain specificity is, based on the intuitive idea that a domain specific mechanism is restricted in the kind of information …
Differential Pragmatic Abilities And Autism Spectrum Disorders: The Case Of Pragmatic Determinants Of Literal Content,
2010
University of Western Ontario
Differential Pragmatic Abilities And Autism Spectrum Disorders: The Case Of Pragmatic Determinants Of Literal Content, Jessica De Villiers, Brooke Myers, Robert Stainton
Philosophy Publications
No abstract provided.
Contextualism In Epistemology And The Context Sensitivity Of 'Knows',
2010
University of Western Ontario
Contextualism In Epistemology And The Context Sensitivity Of 'Knows', Robert Stainton
Philosophy Publications
The central issue of this paper is whether contextualism in epistemology is genuinely in conflict with recent claims that ‘know’ is not in fact a context sensitive word. To address this question, I’ll first rehearse three key aims of contextualists and the broad strategy they adopt for achieving them. I then introduce two linguistic arguments to the effect that the lexical item ‘know’ is not context sensitive: one from Herman Cappelen & Ernie Lepore, one from Jason Stanley. I find these and related arguments quite compelling. In particular, I think Cappelen & Lepore (2003, 2005a) show pretty definitively that ‘know’ …
Clinical Pragmatics, By Louise Cummings,
2010
University of Western Ontario
Clinical Pragmatics, By Louise Cummings, Robert Stainton
Philosophy Publications
No abstract provided.
Language Matters: A Guide To Everyday Questions About Language,
2010
Swarthmore College
Language Matters: A Guide To Everyday Questions About Language, Donna Jo Napoli, V. Lee-Schoenfeld
Linguistics Faculty Works
Is Ebonics really a dialect or simply bad English? Do women and men speak differently? Will computers ever really learn human language? Does offensive language harm children? These are only a few of the issues surrounding language that crop up every day. Most of us have very definite opinions on these questions one way or another. Yet as linguists Donna Jo Napoli and Vera Lee-Schoenfeld point out in this short and thoroughly readable volume, many of our most deeply held ideas about the nature of language and its role in our lives are either misconceived or influenced by myths and …
Cover Puzzle,
2010
Butler University
Cover Puzzle, Jeremiah Farrell
Scholarship and Professional Work - LAS
Crossword Puzzle featured on the cover of "The Playful Brian: The Surprising Science of How Puzzles Improve your Mind".
