Planning for Writing Instruction in a Middle‐Years Immersion/Partial Immersion Setting

Білаш, Оленка

doi:10.1111/j.1944-9720.1998.tb00565.x

Cited by 5 publications

(2 citation statements)

References 1 publication

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“…The 1990s were marked by responses to teacher-generated queries and demands for continued learning resource development: as extensive piloting of Nova 1-6 continued, teachers across the continent requested in-servicing on the Nova approach; teachers in juniorhigh requested learning resources for students and a draft proposal for Collage was born; queries on literacy practices led to research (Bilash, 1998;Bilash, 2002); inquiries about grammar in the whole language approach of Nova resulted in collaboration with linguists to explore grammar concurrences; and the long-term struggle to create high interest, low vocabulary texts for learners sparked projects with writers from Ukraine to generate more contemporary language use in the diaspora. New partnerships for a variety of digital products and teacher professional development projects with teachers in the broader diaspora (e.g.…”

Section: The 1990smentioning

confidence: 99%

Ukrainian Language Education Network: A Case of Engaged Scholarship

Nedashkivska¹,

Білаш²

2015

ESJ

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The study explores one longitudinal case of engaged scholarship, the collaborative practices in the Ukrainian language educational network from the 1970s to the present. The focus is on the Ukrainian Language Education Centre (ULEC) at the University of Alberta, which over almost four decades has worked with the community in the development of Ukrainian education by keeping approaches to language learning and its use on the cutting edge of practice. Over the years, ULEC engaged with the community seeking to respond to the community's needs. Past and present practices of ULEC and its partners are studied through the prism of the engaged scholarship framework (Boyer, 1996;Barker, 2004;Sandmann 2008Sandmann , 2009). These practices are analyzed through three strands of engagement: purposes, processes, and products, which are defined, explored, and discussed. The study also describes engaged scholarship projects related to Ukrainian language education currently being conducted by ULEC, with a focus on collaboration with communities in the production of knowledge and their potential for strengthening a network of reciprocity.

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Section: The 1990smentioning

confidence: 99%

Ukrainian Language Education Network: A Case of Engaged Scholarship

Nedashkivska¹,

Білаш²

2015

ESJ

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“…The teachers have to encourage students to use language to communicate. B-SLIM Model (Bilash's Second Language Instruction Model) by [5] is a kind of teaching styles that include 5 teaching steps 1) Planning and Preparation 2) Comprehensible Input 3) Intake Activity 4) Output and 5) Evaluation.…”

Section: Introductionmentioning

confidence: 99%

Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

Ramat¹,

Kittisunthonphisarn²,

Kittichartchaowalit³

2016

IJIET

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I. INTRODUCTIONEnglish is communicated all over the world. We use English to exchange information, knowledge, culture, custom and tradition. Therefore, English is the most important for Thais' daily lives. They use English through media e.g. newspapers, magazines, ads signs and internet which relate to teaching English procedure, especially reading skill. It is the most effective and necessary skill for learners to transfer their idea to further education and career.Thai government emphasizes on preparing readiness of Thailand for driving development of ASEAN Community within 2015 by focusing more on practices and connection for benefits of regional people as shown in Declaration of Cha Am -Hua Hin regarding Action Plan for ASEAN Community during 2009-2015. As a result, English is the most important language to communicate in ASEAN. As it is shown in ASEAN Rule No.34 -The working language shall be English According to [1] According to the purpose of [2], teaching procedure is very important. The students in primary must study English until they graduate from the university, but the weak point of reading skill is not improved. It is related to [3] which said that Thais learners showed the weakness of reading competence.The most popular teaching aids are 1) Instructional Package 2) Teacher-Made kits 3) Programmed Instruction 4) Instructional Module. This Instructional Module is one of the teaching aids which we used to improve preparation teaching English, related to [4], she said that the ability after using module in reading skill was higher than before and learners' satisfaction was high.There are many kinds of English teaching styles e.g. Project Method, Community Language Learning and Communicative Approach. They are communicative approach that focus on not only grammar but also on communication. The teachers have to encourage students to use language to communicate. III. RESEARCH DESIGNThe data was gathered and analyzed as follow:A. Population and Sampling 1) The population is the first semester high school students at Suratpittaya school, Suratthani, Thailand of academic 2014. There were 550 students from 13 classes. 2) The sample of 44 students and was derived from a simple random sampling technique as a class unit. Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

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Research on language learning and teaching: 1997-98

Johnstone

1999

Lang. Teach.

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Planning for Writing Instruction in a Middle‐Years Immersion/Partial Immersion Setting

Cited by 5 publications

References 1 publication

Ukrainian Language Education Network: A Case of Engaged Scholarship

Ukrainian Language Education Network: A Case of Engaged Scholarship

Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

Research on language learning and teaching: 1997-98

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