Advanced literacy
Purpose: To provide a general overview of the importance of Academic Vocabulary within Advanced Literacy.
Thesis: The level of vocabulary needed for advanced literacy should be academic.
Audience: EAP (English for Academic Purpose) Discourse Community, EAP teachers and students.
1. Reading and writing connections in advanced literacy
1.1 Vocabulary required for Advanced Literacy
1.2 Academic vocabulary – three categories
1.2.1 The Research – process vocabulary – presented in context
1.2.2 The vocabulary of analysis – needed to present information
1.2.3 The vocabulary of evaluation – required for writing critiques, reviews and reports
1.3 Academic vocabulary difficulties and solutions
1.4 Academic students’ needs
1.4.1 Learning to read and write
1.4.2 Writing to learn
1.5 Academic Reading connections in advanced Literacy
1.5.1 Language and Acquisition
1.5.2 Language study
Reference
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.
Sunday, September 20, 2009
Teachers' Professional Growth
Teachers’ professional growth
Professional development is one of the paramount features of study and investigation within the educational field. This assignment aims at analysing Howley, A. and Howley, C. (2005) viewpoint on this issue. Besides, specific use of discourse markers included in the article is examined.
According to Howley & Howley (2005) policymakers and educators agree that professional development is needed for a better learning and teaching situation. However, there is no positive evidence of practical and meaningful changes within the classrooms after participating in professional development. Thus, an appropriate selection of the correct type of professional Development is suggested to benefit not only teachers’ growth but also students’ success.
As regards discourse markers and their functions included in Howley & Howley’s (2005) text, we can mention the following:
• But / and: connective conjunction
• (even)Though / Despite: conjunction used to emphasise contrast
• In addition / Furthermore / Moreover: connectors used to add relevant information
• However: conjunctive adverb to introduce / connect clauses
• So: conjunctive
• Nevertheless: Conjunctive adverb to connect clauses
• As a result / therefore: connectors to show consequence/ reason.
• That: subordinating conjunction to join and independent clause and a dependent one.
• Because (of): subordinating conjunction to join an independent and a dependent one.
Concerning Teachers’ enrichment, Howley & Howley (2005) claim that focusing on some TQM (Total Quality Management) techniques, strategies and / or skills there has been some kind of improvement as regards the setting of criterion for teachers’ performance continuous assessment. This orientation favours professional development. An eminent example of this would be The Malcolm Baldrige program.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator.
Professional development is one of the paramount features of study and investigation within the educational field. This assignment aims at analysing Howley, A. and Howley, C. (2005) viewpoint on this issue. Besides, specific use of discourse markers included in the article is examined.
According to Howley & Howley (2005) policymakers and educators agree that professional development is needed for a better learning and teaching situation. However, there is no positive evidence of practical and meaningful changes within the classrooms after participating in professional development. Thus, an appropriate selection of the correct type of professional Development is suggested to benefit not only teachers’ growth but also students’ success.
As regards discourse markers and their functions included in Howley & Howley’s (2005) text, we can mention the following:
• But / and: connective conjunction
• (even)Though / Despite: conjunction used to emphasise contrast
• In addition / Furthermore / Moreover: connectors used to add relevant information
• However: conjunctive adverb to introduce / connect clauses
• So: conjunctive
• Nevertheless: Conjunctive adverb to connect clauses
• As a result / therefore: connectors to show consequence/ reason.
• That: subordinating conjunction to join and independent clause and a dependent one.
• Because (of): subordinating conjunction to join an independent and a dependent one.
Concerning Teachers’ enrichment, Howley & Howley (2005) claim that focusing on some TQM (Total Quality Management) techniques, strategies and / or skills there has been some kind of improvement as regards the setting of criterion for teachers’ performance continuous assessment. This orientation favours professional development. An eminent example of this would be The Malcolm Baldrige program.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator.
EAP and study skills
English for Academic Purposes and study skills
Purpose: To provide an in-depth outlook of English for Academic Purposes (EAP).
Thesis: EAP is concerned with certain study skills and requirements which are essential for study purposes.
Audience: EAP Discourse Community, EAP students and teachers.
1. EAP & Study Skills
1.1 EAP background
1.1. A EAP setting and contexts
2. EAP Students’ needs
2.1 Students and higher education
2.2 Students and pre-departure courses
3. EAP courses
3.1 Pre-sessional full-time course
3.2 In-sessional part-time course
3.3 EAP courses components
4. EAP Coverage
4.1 EGP or Tenor –English for General Purposes
4.2 ESP two main strands
4.2. A English for Occupational/Vocational/ Professional Purposes
4.2. B English for Academic Purposes
5. EAP two divisions
5.1 EGAP- Common or Study Skill
5.2 ESAP – Subject Specific
5.2. A language needed for a Particular Academic Subject
6. EAP Core Element
6.1 Study Skill
Purpose: To provide an in-depth outlook of English for Academic Purposes (EAP).
Thesis: EAP is concerned with certain study skills and requirements which are essential for study purposes.
Audience: EAP Discourse Community, EAP students and teachers.
1. EAP & Study Skills
1.1 EAP background
1.1. A EAP setting and contexts
2. EAP Students’ needs
2.1 Students and higher education
2.2 Students and pre-departure courses
3. EAP courses
3.1 Pre-sessional full-time course
3.2 In-sessional part-time course
3.3 EAP courses components
4. EAP Coverage
4.1 EGP or Tenor –English for General Purposes
4.2 ESP two main strands
4.2. A English for Occupational/Vocational/ Professional Purposes
4.2. B English for Academic Purposes
5. EAP two divisions
5.1 EGAP- Common or Study Skill
5.2 ESAP – Subject Specific
5.2. A language needed for a Particular Academic Subject
6. EAP Core Element
6.1 Study Skill
Reference
Jordan, R. (1997) English for academic purposes: A guide and resource book for teachers. Cambridge, UK: Cambridge University Press.
Discourse Community
Discourse community
This assignment aims at providing evidence to support Swales (1990) theory regarding Discourse Community and its six central requirements.
The American linguist (1990) describes a Discourse Community as a group of people who share the same culture, language, beliefs and social conventions. Nonetheless, for such community to be recognised, certain distinguishing characteristics should be accomplished.
The first requirement highlights the importance of having common goals and particular interests. Bizzell (1992) defines a discourse community as a “group of people who share certain language-using practices…that can be seen conventionalized” (as cited in Kelly-Kleese; 2004). Additionally, Kurtz (1997) claims that within a discourse community “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, (…) and achieve their shared purposes and a flow of discourse that has a particular structure and style” (p.200).
The second prerequisite deals with the importance of members’ participation to provide information and feedback. As suggested in Wenzlaff & Wieseman (2004) teachers should be situated in other contexts where they can work in cohorts so as to share experiences, learn from each other and grow professionally.
The third condition points out that members of a discourse community should be intercommunicated otherwise such community will not survive. According to Clark’s (1994) “the members of a discourse community are more or less equally politically, that they have equal access to and equal influence upon the discourse that determines the beliefs and purposes they will share. But, in fact, these communities tend to minimize or exclude the participation of some people as they establish the dominance of the others” (as cited in Kelly-Kleese, 2001, power and Influence in a Discourse Community section, para. 1).
Regarding the fourth requirement, the participants within a given discourse community make use of a particular genre which defines their membership. As noted in Kelly–Kleese (2004) such members develop a common communicative competence – specific genre and style- and an understanding about how to communicate certain shared knowledge.
The fifth precondition identifies the use of specialized terminology among the group. Bowers (1987) indicates that “individuals and groups with greater skill in using and manipulating the language system will exercise the power in naming and controlling how others will view social reality”. Besides, Kurtz (1997) acknowledges speech communities in terms of the words used, how they are pronounced, the subjects talked about, who gets to talk and answer questions, what is stated and what implications might be brought about. (Kelly-Kleese, 2004)
Lastly, the sixth characteristic implies a high level of academic knowledge. As cited in Kelly-Kleese (2004) “only those qualified by some social institutionalized agency may engage in such discourse and be taken seriously (…)” (Power and Influence in a Discourse Community section, para. 3) .In addition, Kurtz (1997) states the importance of communicative competence, he defines it as “what one must know in order to use language appropriately in particular discourse communities”. (Communicative Competence and Boundaries section, para. 1)
Accordingly, and considering the above mentioned prerequisites, we EAP -English for academic purposes- students are becoming part of an e-learning discourse community since common objectives and share specific knowledge are pursued. Besides, we are also involved in sharing informational feedback and consequently, we are beginning to use academic terminology and developing discourse competence.
References
Hoffman-Kipp, P Artiles, A. J, & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice.
Kelly-Kleese, C. (2001). Editor's Choice: An Open Memo to Community College Faculty and Administrators. Community College Review.
Wenzlaff, T. L & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly.
Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review.
This assignment aims at providing evidence to support Swales (1990) theory regarding Discourse Community and its six central requirements.
The American linguist (1990) describes a Discourse Community as a group of people who share the same culture, language, beliefs and social conventions. Nonetheless, for such community to be recognised, certain distinguishing characteristics should be accomplished.
The first requirement highlights the importance of having common goals and particular interests. Bizzell (1992) defines a discourse community as a “group of people who share certain language-using practices…that can be seen conventionalized” (as cited in Kelly-Kleese; 2004). Additionally, Kurtz (1997) claims that within a discourse community “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, (…) and achieve their shared purposes and a flow of discourse that has a particular structure and style” (p.200).
The second prerequisite deals with the importance of members’ participation to provide information and feedback. As suggested in Wenzlaff & Wieseman (2004) teachers should be situated in other contexts where they can work in cohorts so as to share experiences, learn from each other and grow professionally.
The third condition points out that members of a discourse community should be intercommunicated otherwise such community will not survive. According to Clark’s (1994) “the members of a discourse community are more or less equally politically, that they have equal access to and equal influence upon the discourse that determines the beliefs and purposes they will share. But, in fact, these communities tend to minimize or exclude the participation of some people as they establish the dominance of the others” (as cited in Kelly-Kleese, 2001, power and Influence in a Discourse Community section, para. 1).
Regarding the fourth requirement, the participants within a given discourse community make use of a particular genre which defines their membership. As noted in Kelly–Kleese (2004) such members develop a common communicative competence – specific genre and style- and an understanding about how to communicate certain shared knowledge.
The fifth precondition identifies the use of specialized terminology among the group. Bowers (1987) indicates that “individuals and groups with greater skill in using and manipulating the language system will exercise the power in naming and controlling how others will view social reality”. Besides, Kurtz (1997) acknowledges speech communities in terms of the words used, how they are pronounced, the subjects talked about, who gets to talk and answer questions, what is stated and what implications might be brought about. (Kelly-Kleese, 2004)
Lastly, the sixth characteristic implies a high level of academic knowledge. As cited in Kelly-Kleese (2004) “only those qualified by some social institutionalized agency may engage in such discourse and be taken seriously (…)” (Power and Influence in a Discourse Community section, para. 3) .In addition, Kurtz (1997) states the importance of communicative competence, he defines it as “what one must know in order to use language appropriately in particular discourse communities”. (Communicative Competence and Boundaries section, para. 1)
Accordingly, and considering the above mentioned prerequisites, we EAP -English for academic purposes- students are becoming part of an e-learning discourse community since common objectives and share specific knowledge are pursued. Besides, we are also involved in sharing informational feedback and consequently, we are beginning to use academic terminology and developing discourse competence.
References
Hoffman-Kipp, P Artiles, A. J, & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice.
Kelly-Kleese, C. (2001). Editor's Choice: An Open Memo to Community College Faculty and Administrators. Community College Review.
Wenzlaff, T. L & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly.
Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review.
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