Role In Teaching Research Articles

EFFECTIVE STRATEGIES FOR TEACHING ENGLISH AS A SECOND LANGUAGE: A METHODOLOGICAL OVERVIEW

This article explores effective strategies for teaching English as a second language (ESL) from a methodological perspective. It discusses various approaches, techniques, and tools that ESL teachers can utilize to enhance language learning outcomes. The paper emphasizes the importance of incorporating diverse methodologies to cater to the varied learning styles and needs of ESL students. It highlights the role of communicative language teaching (CLT) in promoting language proficiency and communicative competence. Additionally, the article discusses the integration of technology in ESL instruction, emphasizing its potential to enhance engagement and facilitate language acquisition. Furthermore, it addresses the significance of cultural sensitivity and awareness in ESL teaching, emphasizing the need for teachers to create inclusive and culturally responsive learning environments. Overall, this article provides valuable insights and practical recommendations for ESL teachers seeking to enhance their teaching methodologies and improve the effectiveness of their language instruction.

Pedagogiczne konteksty humanistyki Floriana Znanieckiego w najnowszej interpretacji Lecha Witkowskiego – wnioski dla Ukrainy

The article substantiates the pedagogical aspects of the humanities as presented by the Polish scholar Florian Znaniecki, through the prism of current concerns of Ukrainian science, using the materials from Lech Witkowski’s extensive book Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia [False claims and transactuality in the Humanities. Florian Znaniecki: the legacy of ideas and its ruptures.] Analysing Znaniecki’s contradictory viewpoints regarding the role of pedagogy in the system of humanistic knowledge, Witkowski convincingly emphasizes the “pedagogy” or pedagogical orientation of Znaniecki’s scientific work and identifies the actual tasks for modern pedagogy, based on the contradictions of modern cultural life or the democratic ideal. The author of the article attempts to place these emphases (Is pedagogy a humanistic or a social science?) and to reevaluate fundamental notions in the field of methodology through the prism of Ukrainian humanities. Witkowski also identifies contemporary objectives for modern pedagogy, drawing from the discrepancies observed in current cultural dynamics or the democratic paradigm. The author emphasizes the challenges of modern humanities in the context of the formation of democratic values, fostering national identity, promoting civic engagement, and media culture to counteract the information war, interdisciplinary approach, complementarity, and social orientation in the post-humanist paradigm. The article analyses some critical aspects of Znaniecki’s views in the latest interpretation of Witkowski, who convincingly goes beyond the traditional receptions of the Polish sociologist’s pedagogical discourses. The article highlights the topical issues of academic (dis)integrity, according to L. Witkowski’s book, in which Znaniecki’s theoretical concept of conjugated duality, irrationality, and bureaucratization of science gains significant prominence.

General Baptist Women in Orissa, India: Initiatives in Female Education, 1860s–1880s

This article looks at the General Baptist mission in Orissa, India, from the 1860s to the 1880s, with particular reference to the way women who served within the mission fulfilled a role in teaching and encouraging girls and women, especially by setting up schooling. The challenges of a time of desperate famine, with many orphans being cared for, are examined. The General Baptist mission worked with other bodies, notably and crucially with the interdenominational Female Education Society. A major aim was that, through the work of the female teachers, local teachers would be equipped. The argument here is that there was integrity in what was performed, and thus, this article offers an alternative to interpretations that dismiss the validity of the mission endeavours. The Orissa mission continued on beyond the 1880s, with wider fellowship eventually happening through the Church of North India. This study does not go beyond the 1880s as that would introduce a new phase with the amalgamation in 1891 of the General and Particular Baptists and their overseas missionary societies.

Some Reflections on the Environment of Reality and Modern Technologies Evolving in the Study of Law

An advanced university methodology is a response to modern general and particular didactic challenges that is conditioned by an effective and indisputable exploitation of modern methodological resources. Incorporating recent data from socio-psycho-pedagogical research, the current university methodology, in addition to classic, traditional strategies and methods, includes modern strategies and methods of teaching-learning-evaluation, but especially new ways of exploring the best-known traditional methods: the debate , heuristic conversation, problematization, case study, etc. and other methods of individual investigation and indirect exploration. The objective of this study is to analyze the impact of professional thinking styles on legal teaching and training methods in law schools. In this article, we define what teaching methods are, explore new types of teaching methods, review the benefits of these methods, and offer some tips for doing so successfully. We summarize the literature and recent thinking on the role, form and practices of modern university teaching in the digital age.

Culture: A Journey Through Diversity in Language Learning

Culture has an important role in language teaching. Students from different backgrounds come from different cultural environments and have their own unique understanding of language learning. Language is not only a concrete expression of culture, but culture can also be expressed through language, and the two are mutually unified, so there is an inseparable link between culture and language. The purpose of this study is to discuss the influence of culture on language teaching and learning, analyze the significance of culture, and the role of culture, and then compare and contrast the performance of Chinese and Western students in language learning in many aspects, and analyze the influence of cultural differences on language learning from both sides, and give some suggestions and measures. In the results of the study, language learners can see that culture is beneficial to language learning, and emphasizing culture can effectively promote language learning. At the same time, cultural differences can also bring some challenges, including cultural conflicts and communication difficulties, etc. In order to mitigate the effects of these challenges, educators need to take steps to improve the situation. Overall, the benefits of culture for language learning outweigh the drawbacks, and by understanding and responding to the challenges, cultures are well-positioned to meet the needs of learners and facilitate intercultural communication.

Research on Moot Court Teaching Based on Ability Training

With the continuous development of law education, teaching methods are constantly innovating, including moot court teaching as an effective method of law teaching. Moot court teaching mainly focuses on actual combat simulation, aims at cultivating students’ practical ability, and can better enhance students’ legal literacy and practical ability. Firstly, this paper analyzes the definition and characteristics of moot court teaching, and then discusses the role of moot court teaching in the ability training. At the same time, this paper also points out the challenges of moot court teaching, and puts forward corresponding strategies and countermeasures. Finally, this paper explores the ability training model based on moot court teaching, which provides a new way to improve the quality of law education. Through this study, moot court teaching can improve students’ practical ability and legal literacy, which is worthy of further promotion and application in law education.

Instructional Leadership Challenges in Rural Multigrade Schools

School leadership is regarded as the cornerstone of the successful provisioning of quality education. This qualitative study draws from principals' accounts of their instructional leadership challenges in rural multigrade schools. The research, situated within an interpretivist paradigm and the theoretical lens of instructional leadership, sought to understand the challenges that principals experience as instructional leaders and how they mitigate the challenges they experience in their rural contexts. Ten purposively selected principals from rural multigrade schools situated in the Vhembe district of Limpopo province participated in the study. Data were generated through semi-structured interviews and were analysed using thematic analysis. The findings show that principals in rural multigrade schools do not participate in induction training to equip them with the knowledge and skill to commence their roles as principals. As a result, they struggle to balance their teaching and management roles. However, fostering teamwork with teachers may be a strategy that could assist principals in managing and successfully executing their duties. Lack of access to technological resources and staffing are serious concerns for the participants in their aim to provide quality education. Active parental involvement supports principals and teacher in their multigrade rural context. This study recommends that principals should undergo training for their role as principals in rural multigrade schools and training on multigrade pedagogies is recommended for both principals and teachers. Understanding challenges that principals in rural multigrade schools experience could help policymakers establish relevant policies that address leadership issues in rural schools.

Pláticas on challenges and possibilities of teaching migration/mobility and displacement otherwise

ABSTRACT In this article we seek to delve into our teaching experiences as educators in a higher education space within the settler colonial context of Australia. We critically and pedagogically self-reflect our pedagogical roles of transforming educational practices in our classroom with the focus of positionality, self-reflexivity and embracing other ways of creating knowledge. By using pláticas as a method, we propose a humanize-sensing/thinking pedagogy, which praxis recognizes the historical differences and the specificity of cultural oppressions by un/learning, when we are teaching. As sentipensantes educators, in this article platicamos our fears, discomfort, un/learning of our teaching, attitudes, embodiment, and we ask: how our lessons might recognize and teach different colonial histories, geographical, ethnic, local/global, cultural, and epistemic frameworks? What does it look and feel like in practice in our classroom? We confirm that teaching in-between many worlds with a de/colonial lens provides a space for possibilities as well as limitations.

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.

Application of Hybrid Image Processing Based on Artificial Intelligence in Interactive English Teaching

Primary school English teaching resources play an important role in primary school English teaching. The information age requires that primary school English teaching should strengthen the use of multimedia resources and gradually realize the diversification of teaching content. Expanded reality innovation is a sort of mixture picture handling innovation, which is one of the significant innovations that would influence the improvement of fundamental schooling in the following five years. It can seamlessly output virtual objects to the real environment, which is convenient for this paper to obtain and absorb information. It can also help students to participate in exploration and cultivate their creativity and imagination. It can strengthen the cooperation between students and teachers and create various learning environments. It has an immeasurable prospect of development in the field of education. The primary school English teaching resources based on augmented reality create a realistic learning situation from two-dimensional plane to three-dimensional three-dimensional display, and enrich the presentation of primary school English teaching content. It can stimulate students’ interest in learning English and promote the transformation of English teaching methods. It is a useful attempt in the field of education. This paper made statistics on the test results of the experimental class and the control class. Most of the scores of the experimental group were between 71 and 100, a total of 27, accounting for 67.5%. The score distribution of the control class was relatively balanced, with the highest number between 61-70, and the number was 10, accounting for 25%. Therefore, it can be seen that hybrid image processing technology is important for interactive English teaching.

Utilization of marketing automation tools for delivery of a faculty development curriculum

Background Physician clinical educators play important roles in teaching, providing feedback, and evaluating trainees, but they often have variable preparation and competing demands on their time that make universal participation in workshops, seminars, or short courses designed to foster these skillsets inefficient or impossible. Methods We designed and implemented a 52-week synchronous curriculum designed to address faculty opportunities to improve teaching skills, feedback for residents and medical students, and evaluation skills, which were delivered using marketing automation tools, including text messaging and email. We evaluated the programmatic impact and feasibility of using the implementation science framework. Results Over a 104-week evaluation period, there were at least 10,499 total content impressions and 4558 unique recipients, indicating the significant reach of this program to approximately 120 faculty members. Faculty engagement with continuing education materials remained stable or increased over the 2-year evaluation period, indicating that programs like ours can have sustainable impacts. Resident evaluations of faculty across the six key domains also improved after the implementation of the program. Conclusions Our experience with digital marketing tools reflects that they can be used to deliver impactful curricular content to faculty for continuing educational purposes and that faculty can use these resources in a sustainable way. However, because of the incomplete reach with any single communication, this type of content delivery is not appropriate for isolation as a material of critical importance. More research is needed to identify the best practices and additional education-related uses of this technology.

Revised European guidelines for the accreditation of sleep medicine centres.

The accreditation of sleep centres aims to ensure high-quality diagnosis and management of sleep centres. European accreditation standards were introduced in 2006, and were aimed at centres offering inpatient polysomnography and vigilance tests (Mean Sleep Latency Test and Maintenance of Wakefulness Test). Since then, the practice of sleep medicine has evolved, with greater use of ambulatory polysomnography and polygraphy. As a result, in many sleep centres, actual clinical practice, although of a high standard, is no longer in accordance with the published guidelines. The current criteria have been revised with the introduction of level-based criteria. Level 1 and 2 centres offer full diagnostic testing in a laboratory-based setting. Level 1 practices will usually be university affiliated, and have a full teaching and active research role. Level 3 and 4 practices may offer both inpatient and ambulatory testing. Level 3 practices perform polysomnography, while level 4 practices (usually monodisciplinary and focussed on sleep apnea) perform polygraphy only. The role of the medical and paramedical team, training, appropriate equipment, patient care pathways and patient management according to national/European recommendations is underlined for accreditation at each level. It is anticipated that the guidelines will be reviewed and if necessary revised after 4 years.

Study on Adopting Free Voluntary Reading in English Vocabulary Teaching of Senior High School based on Krashen’s Input Hypothesis

Vocabulary is a basic language unit, the vocabulary size of students directly impacts their performance in English listening, speaking, reading and writing. Therefore vocabulary plays a critical role in language teaching and learning. Based on Krashen’s Input Hypothesis, the use of free voluntary reading during second-language acquisition is considered as a powerful tool in language education. The connotation and features of input hypothesis theory will firstly be analyzed, and then followed by the introduction of Free Voluntary Reading(FVR), and the last comes some specific strategies when adapting FVR.

Sviluppo della competenza plurilingue nell’era digitale

The multilingual approach plays an important role in language teaching, therefore also in the teaching of German as a foreign/second language (DaF = Deutsch als Fremdsprache; DaZ = Deutsch als Zweitsprache) and Italian as a foreign/second language. Aim of this volume is to show how metalinguistic and cross-linguistic awareness, central pillars of multilingual didactics, can be developed through the use of lexicographic resources, corpora and new technologies. The contributions present research and didactic experiences of various kinds that are of interest to different levels of education (school, university, etc.); although the didactics of German is in the focus of many essays, references to other languages, primarily Italian, but also English, Romanian, Ladin and other Italian dialect varieties, are not missing.

Every teacher should be a language teacher for multilingual learners

The purpose of this pilot study was to understand which variables influence the triad of Beliefs, Knowledge, and Teaching Methods about linguistically inclusive teaching of in-service content teachers teaching multilingual learners in German Secondary schools. The non-probability sampling method used a questionnaire in four parts with mainly Likert-scale and multiple-choice questions and generated a small sample of 26 participants through an internet-mediated survey. Using IBM® SPSS Spearman’s rho correlational analysis, six variables were identified, and the results showed that the majority of content participants believed that they had a role in language teaching. The importance of changing content teachers' beliefs in their role in developing the academic language of their multilingual learners was confirmed as well as the importance of improving their knowledge in this field by continuous training. 77% of teachers had not had training in the last three years, and 76% felt under-prepared, while more than half of participants had expressed their need for specialised training in teaching multilingual learners. As a next step, a larger-scale quantitative study is proposed to gain representative data, and to develop an in-service teacher training programme. Enabling all teachers to be language teachers would start to level up the educational, and societal opportunities of multilingual learners in German secondary schools.

English-for-Specific-Purposes Lecturer in English-Medium-Instruction Environment – Maritime English Case Study

In this paper, the Maritime English lecturer's role is considered from the point of view of their ecologically sustainable development. This will be done according to the survey carried out with experienced and novice Maritime English lecturers. The survey examines the current role of a Maritime English lecturer and seeks to envisage the best course of their future development in an English-medium-instruction (EMI) environment. Thus, a questionnaire with appropriate questions for a group of respondent Maritime English lecturers was created and then distributed; next, the responses were analysed and the results’ overview elaborated; last, an attempt was made to model the Maritime English lecturer's optimum development according to the guidelines of ecological sustainability. The essential prerequisite was to consider the idea of an ecologically sustainable development process, its establishment and purpose, and how it can be overlaid onto the professional and pedagogical role of Maritime English lecturers to support their current role, but also to assist in their future development. The latter seems unavoidable due to changes in the maritime industry and requirements from the maritime educational sector.

Role Of Communicative Language Teaching Approaches In Strengthening English Language Speaking Skills In ESL Learners

This qualitative study explores ESL teachers' perspectives on the role of communicative language teaching (CLT) approaches in strengthening English language speaking skills among ESL learners. Fifteen ESL teachers from diverse educational backgrounds participated in semi-structured interviews, which were analyzed thematically to identify key themes and patterns. The findings revealed that teachers generally perceive CLT as effective in enhancin[1]g ESL speaking skills, citing the value of communicative activities in promoting authentic language use and fostering fluency and confidence among learners. However, teachers also encountered challenges in implementing CLT methodologies, including large class sizes, limited resources, and time constraints. Nonetheless, they emphasized the importance of adaptation and flexibility in overcoming these challenges and providing meaningful language instruction. The study underscores the dynamic nature of language teaching and the need for ongoing professional development and support for ESL teachers. Suggestions for enhancing language teaching practice include providing professional development opportunities, supporting classroom adaptation, promoting flexibility in instruction, advocating for policy changes, and encouraging reflective practice. By implementing these suggestions, institutions and educators can create supportive learning environments where ESL learners have the opportunity to develop their English language speaking skills authentically and effectively.

Investigating the Experiences of Mathematics Teacher Technology Integration in the Selected Rural Primary Schools in Namibia

This qualitative case study investigated the experiences of 15 purposely selected mathematics teachers' technology integration in Namibia's selected rural primary schools. The study used the TPACK framework while data were collected through semi-structured interviews and lesson observation. The study results indicate that mathematics teachers use various ICT available in primary schools in Namibia. While some ICTs are widely used, others are only utilized occasionally. ICT was deemed beneficial, albeit impeded by several challenges in its incorporation into the mathematics classroom. These challenges pertained to a lack of technology training, a lack of technology integration guidelines, and a change of teacher role in teaching. The study underscores the significance of subject-specific technology training to enable mathematics teachers to adopt transformative uses of technology more frequently. The study recommends further research to examine how rural mathematics teachers effectively use technology to engage and actively meet students' learning needs.

Analysis of the Teachers’ Perceptions about the Integration of Information and Communication Technology (ICT) in Teaching Learning Process. A case of University of Swat, Khyber Pakhtunkhwa.

Information and communication technology is an important field role in teaching and learning. It is a field not limited to the industry and communication only rather it has spread its Importance to every field in the modern world. Similarly teaching is no more limited to the white board teaching only. Teachers use variety of the methods to impart learning to the students. This results in not only catching students attention effectively but also learning has been lot made easier through different application and online tools and virtual platforms. Learning and knowledge has gone beyond the narrow confines of classrooms. Looking into the importance of ICT this study was undertaken in order to find out the teachers perception of the use of ICT in teaching learning process. A sample of 96 male and female teachers was calculated through Raosoft online calculator. The data was analyzed through inferential and descriptive statistics, using Chi-square T-Test, Enova and frequencies, percentage, means and standard deviation respectively. However the teachers showed some concerns over the use of ICT. There was some issues like the lack of ICT labs, connectivity, teachers’ confidence and short duration to finish the courses in.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.