Published online by Cambridge University Press: 22 September 2022
This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. exact research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.
Teaching materials are focused on building socio-emotional skills in the classroom to allow students and teachers to co-create a peaceful classroom environment where children can celebrate their differences.
The activities are linked as much as possible to the experiences of children themselves and what their home life is like.
Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of upbeat, familiar and relevant subjects such as home-life, hobbies, toys, new school life and future dreams.
Click on the links below to get the teaching materials. You can use the curriculum, the guides, the video exercises and learning activities as you see fit. get the Teaching About Refugees Lesson Plan template to prepare or use your lesson planning tools.
This main curriculum for children aged 6 -9 contains suggestions for short class activities focusing on building socio-emotional skills and facilitating peer relationships, celebrating diversity, understanding new arrivals in the classroom, as well as creating a peaceful environment in the classroom. Activities take 10-20 minutes.
This module contains guidance and ideas on how to introduce the Topic in various settings in your classroom. Activities take 5-15 minutes.
This practical guide contains some suggestions for activities that can be done with the class or with others in the school community, like parents and siblings. Some activities are short; others can take up to a couple of hours.
Watch this video with your students and use the video exercise lesson plan to do a couple of activities and ask a few questions. Activities take 15-30 minutes.
Rahf is a seven year old girl from Syria with a special hobby: karate. She had to flee the war in her country with her mother, father, sister and four brothers. The family first fled to Jordan and was then resettled to Luxembourg, where Rahf is now attending school and learning languages.
Language Teaching has received its highest ever Impact Factor of 5.327 and its highest ranking to date of 2/190 in Linguistics and 11/264 in Education.
2020 Journal Citation Reports, Clarivate Analytics
Language Teaching announces the award of an essay prize which honours one of the founding editors of this journal.
The winner will receive a £500 credit to be used to purchase books available in the current Cambridge University Press catalogue.
The winning essay - revised where appropriate in line with referees’ comments - will be prioritised for publication in the first available issue of the journal.
The winner will be nominated for a one-year period as a member of the Language Teaching Editorial Board and designated in all outlets of the journal as the “Christopher Brumfit Award Winner”.
An official certificate will be issued to the winner by the journal and Cambridge University Press.
Write an essay which presents an argument of relevance to second/foreign language learning or acquisition.
COMPANY NEWS: American multinational technology company Avaya and Alcatel-Lucent Enterprise announced at Gitex Global last week the next phase of their partnership that will enable enterprises to innovate easier without the need for disruptive technology replacement initiatives.
The existing partnership sees Alcatel-Lucent Enterprise Alcatel-Lucent Enterprise (ALE) offer Avaya OneCloud CCaaS to its customers and Avaya offer ALE Digital Age Networking solution to its clients. According to Avaya, the integration key for both the companies’ customers to innovate using an expanding, rich, and complementary set of capabilities from either—and painlessly roll them out.
“Our common objective is to support our customers in their digital transformation, providing all capabilities needed to make everything connect. Looking to the future, we are collaborating to deliver new value and services to our respective customers thanks to the tailored vertical solutions we are building together,” said Alcatel-Lucent Enterprise executive vice president global sales, services, and marketing Rukmini Glanard.
“Our customers want innovation, but they want that innovation to come over the top of their IT infrastructures – typically over the cloud. They don’t want any costly or time-consuming disruption underneath. Through the integration of our technology with ALE’s, and through the strength of our collective global customer base, we’re in a unique position to provide that innovation without disruption,” added Avaya president Nidal Abou-Ltaif.
Avaya’s presence at Gitex Global comes in partnership with Alcatel-Lucent Enterprise, Uniphore, Verint Systems, GS Lab, Imperium, Konnect Insights, LumenVox, Nectar, Sestek and Topaz Visit Avaya at its stand in Zabeel Hall, at Dubai World Trade Centre until 14 October 2022.
This first appeared in the subscription newsletter CommsWire on 10 October 2022.
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Several colleges have increased enrollment and reaped financial gains from using Rize Education’s courses in high-demand fields, largely overcoming faculty concerns about loss of control.
University buys assets of publicly traded Zovio to bring management of its roughly 28,000 online students in-house, citing online program management’s “inherent conflict.” Glad you finally noticed, critics say.
Two experts discuss the digital divide (including for adjuncts), the importance of training and how to ensure online education is a force for equity, not a deterrent to it.
Instructors’ awareness and use of open educational resources and their recognition of the efficacy of digital texts rose sharply this year, an annual survey finds.
As other public institutions seek to expand their offerings for place-bound adult learners, the formal end of the homegrown eVersity offers some lessons.
Louie F. Rodriguez is a professor and the Bank of America Chair of Education Leadership, Policy, and Practice in the School of Education at the University of California, Riverside.
Teaching at any level is one of the toughest jobs out there. Today, teachers are increasingly faced with challenges that may bring one to question whether they should even consider entering the profession at all. Whether it is the ongoing need for substitute teachers as the pandemic persists, controversies over curriculum, the ebbs and flows of school policy and practice, or the day-to-day working conditions that impact teacher life, there is certainly no shortage of issues that confront the field.
These conditions can leave an educator asking: “Should I even teach at all?” “Is it worth it?” “Will these larger challenges impact the quality of my experience as a qualified, credentialed, and dedicated classroom teacher?” For example, will I, as a teacher, be able to use research-informed pedagogical approaches that I have been taught in my teacher-preparation program? Will I be able to inspire and mentor students and even use my own educational journey to engage students in the classroom?
While these concerns certainly bring a series of potential challenges, I often think about the powerful role that educators and teaching play in our society, especially in the context of the last two years. For example, we know that vulnerable communities that have been disproportionately impacted by the pandemic were already marginalized by social, political, economic, education, and health-related disparities before March of 2020. These realities make the promise of education and the role of the teacher and teaching so much more significant in today’s context, especially for our nation’s most vulnerable.
It is in this context that I developed 25 reasons to teach. Rather than allowing the possible obstacles to teaching cloud our perspective on why the profession is so vital today, let’s focus on the opportunities that teaching brings every single day to the classroom. I think this is particularly relevant for teachers starting a new school year, future teachers currently in teacher education programs, and future teachers who are considering the field of education.
As a current or future educator, your teaching will likely provide you with opportunities to do the following:
While it is understandable that teachers and some prospective teachers may be questioning—or even doubting the teaching profession—my hope is that current and prospective teachers realize that they are in the right place and that our students, families, and communities need them. Teachers cannot do this important work alone and our leaders, policymakers, and teacher development professionals play a critical role in ensuring their success, especially in the context of all that the profession is.
How do we transform learning with technology while remaining focused on pedagogy? What steps can district leaders take in choosing tech that supports today’s instructional practices? How do we ensure technology connects students to engaging learning experiences?
Education leaders will answer these questions and more as we discuss how K-12 districts can craft a technology ecosystem that helps build connections with educators, students, and families and ensures teaching and learning always comes first.
You’ll gain insights into:
For all webinars broadcast by Education Week after August 1, 2019, Certificates of Completion are available to all registered live attendees who attend 53 minutes or more of this webinar. Educators can get a PDF certificate verifying 1 hour of Professional Development credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the webinar broadcast that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent’s office.
Educators and education systems worldwide are reassessing the knowledge, skills, and dispositions students need for success in today's rapidly changing and complex world. In a remarkable moment of global consensus, the member states of both the United Nations (UN), through its adoption of the Sustainable Development Goals (SDGs) in 2015, and the Organisation for Economic Co-operation and Development (OECD), through its Programme for International Student Assessment (PISA) in 2018, prioritized education for global citizenship and global competence.
The OECD and the Center for Global Education at Asia Society have worked with academics, educators, and stakeholders in the global education field over several years to define global competence for primary and secondary education. The Center also has extensive experience supporting educators to integrate global competence into their teaching.
A joint publication from both organizations, entitled Teaching for Global Competence in a Rapidly Changing World, sets forward a new framework for global competence developed by OECD, which aligns closely with the definition developed by the Center for Global Education, and provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.
Both the Organisation for Economic Co-operation and Development (OECD) and the Center for Global Education at Asia Society have identified four key components of global competence. Globally competent youth:
The definition undergirds the global competence assessment in the 2018 PISA test, and it also provides a roadmap for educators and education systems to integrate global competence into their teaching.