The Seventh-day Adventist metaphysics stems from God's revelation inthe Scriptures and from the revelation of God inthe person of Jesus Christ, as unveiled inthe Word. Biblical cosmology, for example, holds that God created the universe ex-nihilo. Biblical anthropology holds that mankind was made, that is, created fully formed and inthe image of God, as a whole – intellectually, physically, spiritually, and socially, but that image was corrupted due to the events described in Genesis chapter 3. Mankind was created with free will. Due to their distrust of God and selfishness they disobeyed God and came to believe a once perfect and now rebellious angel, known as (renamed) “Satan”. This choice to disobey placed humanity on the side of Satan and introduced a rupture in humankind's relationship with God, others, the environment, and the way of relating to self. The image of God in mankind was distorted but not completely obliterated. God implemented the plan of redemption to restore man to His pre-fall condition. Until the Second Advent, people will be born with a sinful (selfish) nature, which left unaided would bring a life of self-centeredness, separation from God and eventually permanent death. The plan of redemption includes Jesus' incarnation as a Man, His
Keeping in mind the idea ofteachingEnglish skills in we find mixed research done in Spain named “how can English be taught fully online? The example of an intermediate course in tourism” (Ochoa, n.d). In this research Listening is taught with the sub skill aural comprehension which is taught through a variety of listening exercises in video format related to the theme of a unit. The particularity is that some ofthe listening activities provide automated immediate feedback and some others only consist of listening comprehension questions which require intervention ofthe teacher to give feedback. To give some assessment students have to take an online exam to grade listening. This research became bigger by introducing new strategies online to give class face to face and it counts even with a blog www.englishfortourismstudies.blogspot.com.
While the teacher is monitoring, and notices some errors in a student’s utterance he should take notes and avoid interrupting. This valuable information can be used as a reference to part from in order to give feedback afterwards (Jones, 2007). The feedback can be given in accuracy or communication. (Littlewood, 1981) illustrates an example of accuracy feedback: When a student says ‘what does you study?’ He might be informed by the teacher that the correct question is ‘what do you study?’ according to structural criteria. On the other hand, an example of a communication feedback is when the same question is answered ‘I’m a nurse.’ The student can know that the message was understood according to communicative criteria even though the structure is not correct.
Inthe case ofthe Syllabus ofEnglishLanguage Discipline the Discipline is considered the backbone of this academic program. As general objectives, students should be able to use Englishlanguageas a means of communication and working tool; to deal with written and oral texts inEnglishlanguage through different activities; to assess different life and cultural expressions oftheEnglish Speaking countries, based on the materialistic and dialectic approach as well as to acquire study skills and self-preparation inthe knowledge and system oftheEnglishlanguage. EnglishLanguage discipline integrates the contents and skills that students will need for succeeding inthe rest ofthe disciplines ofthe course curriculum. Therefore, the analysis of its Syllabus is important in order to determine the impact EnglishLanguage II (as part ofthe discipline) has on future professionals.
116 these cases occur in technology-related words, such as chat and mail. If you do not want to use the word chat, we can replace it with “a conversation between two people via phone or Internet”, similarly, if we replaced e-mail, we could say “electronic mail”. In both cases the translation is longer, so most people use the anglicism to shorten the description. The third case upon her judgment would be the words that do not need to be translated into Spanish, for instance: Meeting, shopping, know how, brake, or lunch. All these words are being used with increasing frequency, although they have an accurate translation in Spanish, it seems that the use of anglicisms like those occurs because people want to demonstrate a wider knowledge oftheEnglishlanguage, also because ofthe Internet and the Cable TV, users receive more information inEnglish, perhaps, adopting new words unconsciously.
Nowadays in Latin American countries, learning English has become a requirement for many different activities in people’s life, especially the ones who want to increase professional status and personal development. Thus, Ecuador’s government has changed the policies and laws to improve the way ofEnglishlanguageteaching, and it has also invested in resources, training and educational programs for teachers, as well as, scholarships for students. Those teachers-students come from public and private schools. The purpose of this study is to provide a knowledge about the evolution oftheEnglishteaching process and how it was developed through the last decades. The findings of this research showed that the methods applied by the teachers varied according to the governments’ schemes of possible needs making shifts inthe methodology and ways of planning theEnglish classes. Perhaps, those changes did not cover the real students’ necessity.
Before keep on indicating the results obtained inthe survey, it is necessary to state that there are students that never raise their hand when a teacher asks them a question despite the fact that they know the right answer. This sometimes happens because some students are shy and are also afraid of being embarrassed if they make a mistake. This limits their participation in EFL classes and does not enable the teacher to give feedback when needed. As a result, the teacher cannot use questions as a means of identifying the strengths and weaknesses ofthe students who are shy and who do not like to participate in class very often.
The old-timer on Sulphur Creek was right, he thought inthe moment of controlled despair that ensued: after fifty below, a man should travel with a partner. He beat his hands, but failed in exciting any sensation. Suddenly he bared both hands, removing the mittens with his teeth. He caught the whole bunch between the heels of his hands. His arm-muscles not being frozen enabled him to press the hand-heels tightly against the matches. Then he scratched the bunch along his leg. It flared into flame, seventy sulphur matches at once! There was no wind to blow them out. He kept his head to one side to escape the strangling fumes, and held the blazing bunch to the birch-bark. As he so held it, he became aware of sensation in his hand. His flesh was burning. He could smell it. Deep down below the surface he could feel it. The sensation developed into pain that grew acute. And still he endured it, holding the flame ofthe matches clumsily to the bark that would not light readily because his own burning hands were inthe way, absorbing most ofthe flame.
and interferences that other expanding circle users produce, although, obviously, it may be worth doing so with certain learners and for very specific purposes, e.g. conference interpreters, or those about to engage in international negotiations with a given group of non-native speakers. Apart from that, another solution would be creating or finding a common core, which not only seems to be «impossible (...) for other language levels except for the phonological one» (Jenkins, 2000) but also appears to us as a time- consuming activity for two reasons: first, it would imply analysing large amounts of data (as present-day corpora such as VOICE try to do), which would have to be described in order to substantiate prescription, and hence attempt to standardize on the basis of such prescription. Furthermore, as Widdowson (2003: 106) puts it, «linguistic descriptions cannot automatically meet pedagogic requirement». Secondly, if a core were to be obtained, how different would it be from the native norms? Alternatively, efforts may continue to be made to proficiently teach the basic norms to learners worldwide to guarantee intelligibility at a global or international level.
Firstly, Jimakorn and Singhasiri (2006) carried out a study to investigate teachers' beliefs in terms of perceptions, opinions, and attitudes towards teachingEnglishin large classes. In order to access the opinions and perceptions ofthe teachers, it was decided to use a questionnaire. The questionnaire was piloted with theteaching staff ofthe Department ofLanguage, School of Liberal Arts, KMUTT. It is composed of three parts with open-ended questions, closed-ended questions and rating scales. Part I, open- ended questions, asks for t he participant‟s personal details, gender, teaching experience, education and where they currently worked. Part II, closed- ended questions, concerns the participant‟s knowledge of their university‟s policy on class size. Facts and Opinions on Large Classes was in Part III.
There are many researchers and debaters about class size reductions who are skeptic when demonstrating the evidence for efficiency and educational improvement standards. Blatchford (2003) supports the idea that there is trouble when the number of students goes over 30. One ofthe best things in education is to have smaller classes which allow for a better quality ofteaching and learning. Furthermore, (Jerner & Loomis, 2007, p. 1, 2, 3) assert “ Smaller class sizes enable teachers to spend the t ime and energy needed to help each child succeed and enhance safety and discipline inthe classroom”. Although research tends to support the belief that small classes give optimal effects, not all studies on the subject reflect this affirmation; working in small-class- settings is not necessarily a synonym for increasing learning.
In previous studies, Finn, Pannozzo, & Achilles (as cited in Bray & Kehle, 2011) indicate that less than 20 students per class is considered small, and more than 20 is considered a large one. Both authors explained that the fact of having large or small groups inthe classroom does not necessarily result in higher achievement or failure rates because there are different factors that are very important in students when learning another language. As a result, what really matters is how well teachers are prepared.
CBLI is the last approach regarded before dealing with other topic. It focuses on providing content information through the target language and using academic subjects to acquire the foreign language (Chamot, Barnhardt, El-Dinary, and Robbins, 1999; Richards et al., 2001). CBLI has many advantages in a foreign language class but two are especially relevant. The students are able to improve their language competence into specific areas of their interest and the four language skills (speaking, writing, reading, and listening) are naturally joined (Brinton, 1989; Chamot et al., 1999).
Os Antes de 1912, o ensino da língua inglesa nas escolas secundárias do Equador era completamente estranho. Foi depois daquele ano que esse idioma começou a ser ensinado em muitas escolas deste país. Tornou-se obrigatório em todo o Equador em 1950, sob o governo do Galo Plaza Lasso. No início, havia menos horas de ensino de inglês e não havia professores de inglês suficientes, mas com o tempo essa situação mudou favoravelmente. Vinte anos atrás, o ensino da língua inglesa no Equador melhorou graças ao projeto CLADLE, implementado pelo Ministério da Educação do Equador. Mais tarde, a educação sofreu mudanças positivas quando Rafael Correa se tornou o novo presidente do Equador em 2007. Seu governo também fez algumas mudanças em relação aos direitos dos professores e dos alunos. Agora, os professores de inglês precisam fazer um teste TOEFL e obter um certificado de nível B2 ou superior. Felizmente, nos últimos vinte anos, o ensino da língua inglesa no Equador se desenvolveu gradualmente, a tal ponto que agora é ensinado em todas as escolas, públicas, particulares ou paroquiais.
According to the level of students, teacher can show the video with subtitles inEnglish, in this way, the student can read and to listen the pronunciation at the same time. Yassaei (2012) says: “integrating videos into lessons creates enticing visuals and a special interactive environment inthe EFL/ESL class- room. TeachingEnglish through videos also allows teachers to be creative when designing language lessons” (p. 13). Teachers can use a video for many activities, the students can focus their attention in show that they really like, can train their listening, improve pronunciation as well, on their part, stu- dents can give opinions, create a possible ending of a short film, and create comics about the video.
First Foreign Language: English this group has on Wednesday afternoons, since they belong to a bilingual section. We are going to use the BBC’s TV series Sherlock since it adapts the famous short stories of Sir Arthur Conan Doyle in a contemporary and very solvent way. I consider that Sherlock is a TV series suitable for students ofEnglish with a medium-high level. The vocabulary level sometimes is complex but thanks to the context, students can understand the meaning. Normally, students are more used to watching American TV series and with Sherlock, students will be able to get in touch with British English since the actors have very good diction and speak a very good “London English”. The proposal is composed of 6 sessions of 100 minutes each, at the
María de Lourdes Reyes Bermeo, C.I 0907222905, undergraduate of Universidad Estatal Peninsula de Santa Elena, Faculty of Science Education and Languages, Language School, English Career, declare to be the author ofthe research work “THE USE OF A STUDENT PORTFOLIO TO PROMOTE WRITING SKILLS THROUGH GRAPHS AND PICTURES IN STUDENTS OF TENTH GRADE AT ESCUELA DE EDUCACIÓN BÁSICA VEINTICUANTRO DE JULIO IN SANTA ELENA, PROVINCE OF SANTA ELENA, SCHOOL YEAR 2014 - 2015” prior for obtaining a BACHELOR´S DEGREE INENGLISH, which it is supported by previous researches, such as: authors of books, journals, theses, and websites mentioned in this work, references that give the scientific character of this paper.
By now, I would like to bring up Colombian scholar Fandiño (2013), who says that teacher education programs (TEPs) “must not see teachingas a static and prescriptive activity. Instead, they should regard it as a dynamic process characterized by reflection and change” (p. 90) Nonetheless, most scholarly work inthe ELT local field appeals to Shulman (1987), Calderhead (1988), Freeman and Johnson (1998), Wallace (1991) -to name just a few scholars- for positioning their own knowledge production. Asthe Epistemologies ofthe South (Sousa Santos, 2009) put forward, there is need to spot the different colonial practices (either Portuguese, French, Iberian, British or North American). Therefore, it is my intention here to unpack some of such practices of coloniality especially those carried out inthe local ELT academia. What I mean is, much academic work in ELT follows canonic patterns of thought which oftentimes validate current knowledge production from other places that may not reflect local realities.