Teacher Should Research Articles

Correction to Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do

Correction to Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things every Teacher Should Know and Can Do

Comparing The Clear Pronunciation: Which Accents Teacher Should Teach More?

Pronunciation is a part of speaking skills which can be directly and clearly observed and known. When someone speaks in English, the person who’s listening will immediately identify the pronunciation of that person as well as the mistakes they made. The main problem is understanding the pronunciation of different accents because students don't fully understand accents and pronunciations from different regions. The aims of this study are: to identify the abilities of English Education students at the State Islamic University of Sumatra Utata in terms of pronunciation from different regions and to identify the difficulties faced by English Education students at the State Islamic University of North Sumatra in learning pronunciation. The research data used descriptive qualitative data. The instruments are notes and a device such as a handphone for the audio. The subject is English Education Study Program students at the Faculty of Teaching and Education, State Islamic University of North Sumatra. While the implementation time is April 21-27 2023. The result is the American accent has the clearest pronunciation with the main reason being taught more since elementary school than the British English accent which is rarely even never taught by the teachers. Teachers should teach the British English accent more due to a lot of students don’t understand the British accent pronunciation to decrease students' difficulties when they face listening tests with a British English accent.

Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do

Abstract“Black immigrant literacies” is an intersectional framework that draws from diaspora literacy, racial literacy, and transnational literacy to center race and present teachers with a lens that can support Black immigrant students and their peers' literacies in classrooms. Black immigrant youth can be described as first‐, second‐, or third‐generation immigrants to the United States who identify as Black and who migrate to the United States from Africa, the Caribbean, or elsewhere. Many students from the Black immigrant population, though largely “invisible,” tend to be regarded as a new model minority and as designer immigrants. New model minority perceptions of Black immigrants persist because of claims of immigrant superiority and because Black immigrants have long been perceived as having socioeconomic advantages over their Black American peers. Given that Black immigrants originate primarily from the Caribbean or Africa, accounting for over half of all Black foreign‐born people in the United States, and considering that the Caribbean remains the most common region of birth for the over 4 million Black immigrants in the United States, accounting for almost half of the total, I paint a selective portrait of the intersectionalities surrounding Black immigrant literacies as a basis for teachers to better understand Black immigrant students' needs in classrooms. I also draw specifically from Black Caribbean immigrant literacies to identify and describe five things that every teacher should know and can do when encountering Black Caribbean in English language arts and literacy instruction. Through provisions such as legitimizing “unbroken Englishes,” supporting “translanguaging with Englishes,” cultivating “holistic literacies,” and fostering “local–global connections,” it is anticipated that teachers of Black immigrants in the United States, Caribbean, and beyond will begin to unmask invisibility of this population in their classrooms. Through the use of this framework, it is also expected that teachers will be able to better support all students who engage with the literacies of Black immigrants in United States schools.

The Use of ICT in ELT: How Teacher Should Be Empowered

ICT has the potential to “bridge the knowledge gap” in terms of improving quality of education, increasing the quantity of quality educational opportunities, making knowledge building possible through borderless and boundless accessibility to resources and people, and reaching populations in remote areas to satisfy their basic right to education. This article presents on how to empower teacher in ELT through ICT. The fact that not all teacher of English in Indonesia are master in ICT, there are some teacher poor in ICT. Teachers’ computer literacy is 54.2%, teacher own internet literacy is 51.4%, teacher current typing skill is 51.4%. This article also present the advantages of ICT in ELT, they are: 1) keeping up with the world, 2) Bringing variety t your work, 3) breaking the routine, 4) getting new experience, 5) being creative and 6) meeting your learners. Empower teacher through ICT refers to a process that includes any communication device or application, which people become powerful enough to engage in, share control of, and influence events and institutions affecting their lives. Empowerment processes through ICT includes 1) teacher professional development such workplace training, seminar, professional meeting; 2) teacher technology management.

Facts about Plastics and the Environment that Every Physics Teacher Should Know

Recently, Greta Thunberg has strongly increased environmental awareness with the climate strikes and the resulting Fridays for Future movement. But what does environmentally friendly behavior look like? In today’s society, it is a sort of common sense that one should recycle. From an early age, we are taught in school that recycling conserves resources and energy. However, there are also skeptics of this “common sense.” In 2004, for example, Penn and Teller dedicated an episode of their TV show to recycling. According to them, “[Recycling] increases energy use in transport, sorting, storing, and cleaning …. it takes more energy to recycle a plastic bottle than to make a new one, and that’s not so good …. we’re feeling good for no reason.” We hope that when people start to question the validity of recycling that they will turn to their physical science teachers for help, and we hope that these teachers will be able to give an informed and educated answer. In this article, our goal is to provide physical science teachers with the information they need to defend the position that recycling plastic bottles is worthwhile, and to expose the myth that recycling plastic bottles is just “feeling good for no reason.” Although the primary intention of this paper is to supplement content knowledge of physical science teachers regarding sustainability, it will conclude with some instructional suggestions of how students can be guided through debunking on their own the myth that recycling plastic bottles causes more harm than good.

The SILL revisited in light of the S2R model of language learning

ABSTRACT The Strategy Inventory for Language Learning (SILL) [Oxford, R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle] has been a widely used instrument for self-assessing the frequency of language learning strategy use across cultures and levels of education for some 30 years. Despite the fact that its six-factor solution has not been confirmed, it has displayed acceptable reliability across cultures and translations. In the present study, we attempt to demonstrate a new factor solution for the Greek version of the SILL which is in line with the S2R model of language learning. Our sample consisted of 1308 primary and secondary school students from public schools in the regions of Northern Greece. The SILL v7.0 was used with four additional items selected and adapted from SILL v5.0. Exploratory and confirmatory factor analyses revealed six factors which explained 42.48% of the total variance and demonstrated good or adequate reliability. The first two factors indicate the metastrategies of ‘monitoring cognition for progress’ and ‘obtaining resources’. The other four factors indicated strategies of ‘deep cognitive processing’, ‘using resources’, ‘surface cognitive processing’ and ‘overcoming gaps of knowledge’. We compare our results with factor solutions of the SILL obtained in earlier studies and we discuss implications for the development of new instruments to better accommodate the S2R model of language learning.

Language learning strategies for reading comprehension: assessing the strategy use of young adults at beginners’ level taking Chinese, German, Japanese or Spanish as foreign languages at university

ABSTRACTThe purpose of this paper is to gain insights into the strategies employed by beginning learners of Spanish, German, Chinese and Japanese as Foreign Languages at university level in order to comprehend texts in their target languages. It also investigates possible relationships between strategic behaviour and success in reading comprehension tasks. Strategy use is assessed using qualitative analysis of reported strategic behaviour elicited from participants using open-ended questions, combined and compared with data generated using a modified sub-section of the Strategy Inventory for Language Learning [Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle; Oxford, R. 2011. Teaching and Researching Language Learning Strategies. Harlow, UK: Pearson Education]. Implications of the study for the beginners’ language classroom, and for language learning strategy research, particularly strategy measurement, are also considered.

Which Teacher Should I Choose?: A Xunzian Approach to Distinguishing Moral Experts from Fanatics

AbstractThis essay examines whether an invocation of an epistemological privilege on the part of supposed moral experts prevents potential students from being able to evaluate among potential candidates for the role of plausible moral teacher. Throughout, it works to demonstrate that it is possible for even the untutored student to distinguish between a fanatic and a moral expert. In particular, this essay focuses on the version of virtue ethics espoused by the early Chinese philosopher Xunzi. It argues that by reflecting on the attributes of fanatics, as well as on Xunzi's ideas and arguments about students and teachers, it is possible to arrive at a general set of principles that provide beginners with the tools necessary to distinguish dangerous fanatics from plausible moral teachers, even given the fact that both claim for themselves an epistemological privilege.

Special Education Terminology Every Physical Education Teacher Should Know

An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by multidisciplinary individualized education program (IEP) teams so they can be active contributing team members, and thus better assist the student with a disability in their class. The purpose of this article is to review commonly used special education terminology that APE and GPE teachers may hear during their interactions with team members. In addition, this article includes suggestions for participating in the IEP meeting and collaborating with parents and other special education professionals. IEP meetings are the perfect setting to learn and share common terminology.

What Every Teacher Should Know: Reflections on “Educating the Developing Mind”

Over the past half century, much has been learned about the ways in which students develop and learn. Unfortunately, this knowledge often does not find its way into the classroom. Teachers can begin to use this knowledge by focusing on a few key ideas. They need to go beyond the presentation of content to helping students acquire strategies for processing that content. They need to achieve a balance between knowledge and process (rather than choose one or the other). They need to minimize teaching content in isolation, choosing instead to contextualize the content in real-life experiences and applications. Finally, they need to help students learn to make informed, defensible decisions on their own. Changes in curriculum, both at the macro- and micro-levels can assist teachers in making these changes in their teaching.

Among the Periodicals: What Every Teacher Should Know about Bullying

Among the Periodicals: What Every Teacher Should Know about Bullying

Autism Treatment Arsenal Expands, With More Options on Horizon

Autism Treatment Arsenal Expands, With More Options on Horizon

REVIEW: AFRICAN AMERICAN ENGLISH AND THE COMPOSITION CLASSROOM

Review Article| May 01 2008 REVIEW: AFRICAN AMERICAN ENGLISH AND THE COMPOSITION CLASSROOM: A Teacher's Introduction to African American English: What a Writing Teacher Should Know REVIEW: AFRICAN AMERICAN ENGLISH AND THE COMPOSITION CLASSROOM A Teacher's Introduction to African American English: What a Writing Teacher Should Know By Teresa M. Redd and Karen Schuster Webb Urbana, Ill.: National Council of Teachers of English, 2007. Pp. xiv + 161. David West Brown David West Brown Search for other works by this author on: This Site Google American Speech (2008) 83 (2): 252–256. https://doi.org/10.1215/00031283-2008-017 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation David West Brown; REVIEW: AFRICAN AMERICAN ENGLISH AND THE COMPOSITION CLASSROOM: A Teacher's Introduction to African American English: What a Writing Teacher Should Know. American Speech 1 May 2008; 83 (2): 252–256. doi: https://doi.org/10.1215/00031283-2008-017 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsAmerican Dialect SocietyAmerican Speech Search Advanced Search The text of this article is only available as a PDF. Copyright 2008 by the American Dialect Society2008 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Essays

Review Essays: Defining Dialect David Johnson American Voices: How Dialects Differ from Coast to Coast Ed. Walt Wolfram and Ben Ward Do You Speak American? Robert MacNeil and William Cran A Teachers’ Introduction to African American English: What a Writing Teacher Should Know Teresa M. Redd and Karen Schuster Webb.

Addressing Linguistic Diversity from the Outset

Schools of education typically prepare their prospective teachers to work with amorphous “average students”—who are by implication middle class, native, English speaking, and White. They are then given some limited opportunities to adapt these understandings to students with diverging profiles—children of poverty, second language learners, and students of color. The authors argue that given the changing demographics of public schools, initial teacher education should be based on the understandings that teachers typically do not receive until the end of their programs or in add-on endorsements. They should be prepared from the outset to work with the wide diversity of language, culture, and class that they are likely to meet in public schools. Ten recommendations are presented for “What Every Teacher Should Do” to work effectively in the linguistically and culturally diverse settings they are likely to encounter.

Building Literacy Opportunities into Children's Block Play What Every Teacher Should Know

Building Literacy Opportunities into Children's Block Play What Every Teacher Should Know

Second language learning strategies and Japanese: Does orthography make a difference?

Abstract Orthographic languages have not been a major focus for second language learning strategy researchers. Much of the strategy research has focussed on English as a second language or English as a foreign language. This is despite the many structural differences, particularly in relation to reading and writing, which might significantly influence patterns of strategy use. Japanese is one orthographic language, which has gained significant popularity as a course of study amongst both university students and high school students, particularly in Australia. Reliable strategy measurement surveys like the Strategy Inventory For Language Learning (SILL, Oxford, S.L. 1990. Language Learning Strategies: What Every teacher Should Know. Newbury House, Harper and Row, New York) have been used extensively throughout the world for over a decade. However, published studies involving the SILL and learners of Japanese are relatively scarce, and many have involved adaptations to the SILL, to account for structural differences. As a result, a gap exists because of the lack of studies regarding the viability of SILL and orthographic languages. A major aim of this study is to test the relevance of the SILL with a small group of undergraduate learners of English speaking background, learning Japanese in a foreign language learning environment. Utilizing the SILL as a basis, it identifies strategy items related to reading and writing, and analyses the mean scores for these literacy related strategies. The result reveals how these beginning learners of Japanese scored highly on most literacy related strategy items contained in the SILL.

Minimizing Minimal Hearing Loss in the Schools: What Every Classroom Teacher Should Know

(2002). Minimizing Minimal Hearing Loss in the Schools: What Every Classroom Teacher Should Know. Preventing School Failure: Alternative Education for Children and Youth: Vol. 46, No. 2, pp. 86-92.

Reading Teacher Education in the Next Millennium: What Your Grandmother's Teacher Didn't Know That Your Granddaughter's Teacher Should

Reading Teacher Education in the Next Millennium: What Your Grandmother's Teacher Didn't Know That Your Granddaughter's Teacher Should

Questions and Answers about Inclusion: What Every Teacher Should Know

ince the passage of the landmark Education for All Handicapped Children Act (Public Law 94-142) in 1975, the special education profession and the school community have been guided by the concept of the least restrictive environment. Whenever possible, children with disabilities must be, and to an ever-growing extent have been, educated with children who are not disabled. However, Public Law 94-142 also stipulates that a continuum of placement options, ranging from institutionalization to education in the regular class, be employed. Traditionally, children with mild learning problems have been mainstreamed into general education classes while those with more serious problems have been sent to the resource room, educated in self-contained classrooms, or placed outside the regular school environment.