ANALYSING TARGET COMMUNICATIVE NEEDS FOR ENGLISH FOR FOOD AND BEVERAGE SERVICE COURSE

Every ESP course should be based on an analysis of needs. The current study was aimed at analysing the target needs related to the English for F&B Service course. It was revealed that; (1) The language functions of waiters in F&B Service department were closely related to the service sequence applied in the restaurants. Mostly, the functions for all hotels were the same, in which the differences were based on the characteristics of the hotel and restaurant, types of service, as well as the circumstances; (2) The language expressions needed were basically based on the tasks and varied based on the characteristics of the hotel and restaurant, types of service, the situation and condition. Results of the study implied that there was something beyond language skills that needs to be comprehended in order to be able to perform the tasks atF&B Service, especially as waiters. Task Based Learning with role play activities is suggested to facilitate the needs of communicative tasks

Providing opportunities to develop prospective teachers’ pedagogical content knowledge

One responsibility of mathematics teacher educators is to provide opportunities for prospective teachers to develop the necessary knowledge to be highly qualified professionals and effective mathematics teachers. Hill, Ball, and Schilling (2008) delineated two major knowledge domains required for mathematics teachers to be effective: subject matter knowledge and pedagogical content knowledge. In this article, based on literature review, we explore specific recommendations for mathematics teacher educators, including mathematicians and novice mathematics teacher educators, on different ways to incorporate lesson ideas into mathematics content courses to help provide opportunities for grades K-8 (age 5-14) prospective teachers’ development of pedagogical content knowledge. The work here provides a foundation for mathematics teacher educators’ practice, encompassing classroom-based examples and strategies, and offers potential avenues for mathematics teacher educators to conduct their own research on the nature and effectiveness of their course activities that help to promote and develop prospective teachers’ pedagogical content knowledge

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

Teaching Chemistry to Students with Disabilities: A Manual For High Schools, Colleges, and Graduate Programs - Edition 4.1

Ever since it was first published, Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs has served as a vital resource in the chemistry classroom and laboratory to students with disabilities as well as their parents, teachers, guidance counselors, and administrators. The comprehensive 4th edition was last updated in 2001, so the American Chemical Society’s (ACS) Committee on Chemists with Disabilities (CWD) thought it prudent to update such a valuable text at this time. In a changing time of technology, rapid access to information, accessibility tools for individuals with disabilities, and publishing, Edition 4.1 is being published digitally/online as an Open Access text. Having Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs in this format will allow for widespread dissemination and access by maximum numbers of readers at no cost- and will allow the text to remain economically sustainable.https://scholarworks.rit.edu/ritbooks/1001/thumbnail.jp

E-learning in a rural context : alternative media and contemporary applications

This report has been written as part of the E-ruralnet –project that addresses e-learning as a means for enhancing lifelong learning opportunities in rural areas, with emphasis on SMEs, micro-enterprises, self-employed and persons seeking employment. E-ruralnet is a European network project part-funded by the European Commission in the context of the Lifelong Learning Programme, Transversal projects-ICT. This report aims to address two issues identified as requiring attention in the previous Observatory study: firstly, access to e-learning for rural areas that have not adequate ICT infrastructure; and secondly new learning approaches introduced through new interactive ICT tools such as web 2.0., wikis, podcasts etc. The possibility of using alternative technology in addition to computers is examined (mobile telephones, DVDs) as well as new approaches to learning (simulation, serious games). The first part of the report examines existing literature on e-learning and what e-learning is all about. Institutional users, learners and instructors/teachers are all looked at separately. We then turn to the implementation of e-learning from the organizational point of view and focus on quality issues related to e-learning. The report includes a separate chapter or e-learning from the rural perspective since most of Europe is geographically speaking rural and the population in those areas is that which could most benefit from the possibilities introduced by the e-learning development. The section titled “Alternative media”, in accordance with the project terminology, looks at standalone technology that is of particular use to rural areas without proper internet connection. It also evaluates the use of new tools and media in e-learning and takes a look at m-learning. Finally, the use of games, serious games and simulations in learning is considered. Practical examples and cases are displayed in a box to facilitate pleasant reading

Homework in English language teaching – Hong Kong primary English language teachers’ beliefs and practices

Homework is an important practice commonly expected of teachers in schools worldwide. However, teachers’ homework practices are not well understood. This study develops our understanding of English language homework as experienced by primary school English language teachers in Hong Kong, specifically teachers’ homework practices, beliefs regarding homework’s utility as a teaching and learning tool, and sociocultural and contextual influences on these practices and beliefs. A two-stage mixed-method research design was employed which generated qualitative and quantitative data. In the first stage, 279 English language primary school teachers working in aided or government primary schools in Hong Kong were surveyed. The second stage involved in-depth interviews with 11 teachers and the collection of homework samples. Homework was found to be a universal practice of all the participants. They assigned various kinds of homework for various purposes while devoting a significant amount of time to homework-related activities. Participants strongly believed in the benefits of homework as a teaching and learning tool. They provided characteristics of homework practices and activities, which they believe to be effective. However, they did not always see their current homework practices as effective. Such practices were often standardised within a school, with teachers teaching the same grade being required to give the same homework as their colleagues. The data suggests, this standardisation of practices appears to be due to sociocultural and contextual influences, including school policies, parents’ expectations and cultural norms. This standardisation can limit teachers’ ability to develop homework practices that meet the needs of their learners. By developing a conceptual framework, this study adds to the growing understanding of the pedagogical practice of homework within the Hong Kong context

Twitter, Google, iPhone/iPad, and Facebook (TGIF) and Smart Technology Environments: How Well Do Educators Communicate with Students via TGIF?

This article is a summary of a 2011 Association for Information Systems Americas Conference on Information Systems (AMCIS) panel discussion regarding current issues and future directions in the use of mobile technologies and social networks in education. The invited panelists are four faculty members from the United States specializing in Information Systems. The covered topics included evolution and history of e-learning, use of smartphones and tablets in education, development of social network services, and the use of social media (i.e., teaching with blogs and wikis) in the classroom. We discuss future directions in Twitter, Google, iPhone/iPad, and Facebook technology environments. Several resources for social media for college instructors are provided in the Appendix

Flipped Classroom: Its Implementation and Impact in Science Learning (A Case Study During the Covid-19 Pandemic)

Flipped classroom is a sort of blended learning in which students learn both synchronously and asynchronously. Synchronous learning has taken place in the classroom in real time. Learners gather feedback while communicating with teachers and classmates at the same time. This review expects to figure out how is the execution and effect of Flipped Classroom in Science Learning (Contextual analysis During the Covid-19 Pandemic) of Class VIII at SMPN 3 Rantau Bayur. This study used a case study as an approach in exploring qualitative data. This examination is a distinct subjective exploration as a contextual analysis with information assortment methods as polls and meetings. The results of this review demonstrate that the execution and effect of flipped classroom in science learning during the Covid-19 pandemic is positive, particularly for class VIII students in science subjects at SMPN 3 Rantau Bayur with a typical rate gain of 76.7% or the category of ‘very good’. Through the flipped classroom, students have the opportunity to concentrate on the topic at home as they are free to set their learning time. Students become familiar with the topic in an enjoyable situation. Students can repeat the learning videos and they are able to access them from anywhere. Besides, parents can participate in learning activities outside the classroom and make time to help their children learn. However, one of the drawbacks is the lack of devices to watch videos given by the teacher as not all students have computers, laptops, or smartphones. Also, the teachers still find difficulties in preparing good quality videos as learning media for students