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Interpreter educators in the United States: Teaching, research, and practice
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 322 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 323 |
Breaking Traditions: Teaching EFL in the Dominican Republic
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In: All Graduate Plan B and other Reports (2018)
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Abstract:
This portfolio is a compilation of the author’s beliefs in regard to effectively teaching English as a Foreign Language and Spanish as a Second language. This work was completed for the Master of Second Language Teaching (MSLT) program at Utah State University. All the work compiled in this portfolio centers on the teaching philosophy statement, which contains what the author believes to be the most important aspects of teaching a second language. In the first section of the portfolio, the author presents the experiences that made him pursue the profession of teaching languages, his personal philosophy of teaching shaped by what he has learned in the MSLT program, and how he believes are the roles of teachers in a classroom. The second section of the portfolio contains three papers that were written during the MSLT program as term papers for courses. First, the language paper describes the current situation of Latin American countries’ education systems, how Dual Language Immersion (DLI) program works, and how it could be implemented in their context. Second, the culture paper explores the importance of refusal in transcultural interactions. Third, the literary paper focuses on co-teaching in a Spanish as a second language classroom. Finally, the annotated bibliography contains three sections, each addressing topics that record the author’s learning in the MSLT program. The first topic is about the author’s acknowledgement of the Communicative Language Teaching Methodology. In addition, the second topic explores the phenomenon of Dual Language Immersion (DLI) in the second language classroom. Lastly, the third topic explores the use of social networks in the classroom.
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Keyword:
and Multicultural Education; Bilingual; Co-Teaching; Communicative Language Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Dual Language Education; Dual Language Immersion; Education Economics; Educational Methods; Language and Literacy Education; Multilingual; Other Teacher Education and Professional Development; Refusals; Technology in the Classroom
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URL: https://digitalcommons.usu.edu/gradreports/1307
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2326&context=gradreports
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| 324 |
Instructional Support for Vocabulary Acquisition Among Young Dual Language Learners
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In: All Graduate Theses and Dissertations (2018)
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| 325 |
HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT
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In: TEFLIN Journal, Vol 29, Iss 2, Pp 245-265 (2018) (2018)
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| 326 |
The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs
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In: Acta Scientiarum. Language and Culture; v. 40, n. 1 (2018): Jan-June; e34887 ; 1983-4683 ; 1983-4675 (2018)
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| 327 |
The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs
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In: Acta Scientiarum. Language and Culture; Vol 40 No 1 (2018): Jan-June; e34887 ; Acta Scientiarum. Language and Culture; v. 40 n. 1 (2018): Jan-June; e34887 ; 1983-4683 ; 1983-4675 (2018)
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| 328 |
Teaching EFL to children: reflections on (future) teachers’ language assessment literacy ; Enseñanza de Inglés como Lengua Extranjera a niños: Ensino de inglês como língua estrangeira para crianças
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In: Revista Horizontes de Linguistica Aplicada; v. 17 n. 1 (2018) ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v17i1 (2018)
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