EFL through Play and Art

The purpose of this proposal is to determine whether “EFL through Play and Art” as an innovative EFL teaching philosophy improves the English language acquisition process among eight to ten-year olds. The “EFL through Play and Art” is a teaching philosophy whose main concern is the development of a more real and natural foreign language acquisition process through the use of transformed textbook activities into games and art work in young children while acquiring English. A multiple case study research methodological design was selected to assess the validity and reliability of this innovative EFL teaching philosophy. This dissertation seeks to demonstrate that the use of games and art work enhance the acceptability of English as a foreign language among eight to ten –year olds. In the end, this dissertation proposes EFL teachers to use the “EFL through Play and Art” philosophy as a valid alternative teaching strategy instead of regular textbook activities

Discourse Analysis and ADHD in the English as a Second Language teaching context

[ES] This thesis analyses the teaching practice of an English as a second language teacher in a Primary School. The aim of this inquiry is to revise the pedagogy used during the teaching practice regarding attention to diversity, more specifically about ADHD, and the elaboration of a proper plan to teach English to ADHD as a foreign language in inclusive classes. The study shows how to address the needs of ADHD children while they learn English as a second language under a discourse analysis scope. A large proportion of published material about the matter of study shows how to cope with the difficulties of ADHD individuals in the basic areas, literacy and Mathematics. The majority of these studies and research literature are based on the teaching of subjects in the L1 of students, that is, using their mother tongue. Teaching a second language to ADHD students is starting to gain importance in the field of language acquisition. The present thesis is a compilation of strategies, games and activities to make language learning possible and fun for hyperkinetic children. Under a desk research scope, discourse analysis, language acquisition and ESL (English as a Second Language), as well as ADHD have been studied and discussed to outline a realistic model in the paradigm of teaching and learning English as a second language with ADHD students in inclusive classrooms. These issues have been tackled over several sections. The teaching of second languages and an approximation of the definition of discourse analysis conform the theoretical framework on section four. A deeper investigation about discourse analysis can be found in section five, as a basis to the teaching of languages. An approach to the concept of ADHD is submitted in section six, while further explanations about the matter and considerations for teachers are to be found in section seven. Besides that, section eight shows a compilation of different techniques, implementations and activities suggested to teach ESL with ADHD students in inclusive classes. Finally, a case intervention is presented in section nine. Additionally, this thesis also presents two cognitive training self-instruction models for children, with and without ADHD, for oral and written activities in ESL

Summary of research on methods and devices for teaching the vocabulary of English as a foreign language

Thesis (Ed.M.)--Boston Universit

Music and the Child

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts? This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.https://knightscholar.geneseo.edu/oer-ost/1005/thumbnail.jp

Music and the Child

By Natalie Sarrazin, associate professor at The College at Brockport Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts? This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.https://digitalcommons.brockport.edu/bookshelf/1428/thumbnail.jp

Auditory-verbal therapy : a comprehensive approach for children who are hearing impaired

Includes bibliographical references.The focus of this project was auditory-verbal practice with children who are hearing impaired. Auditory-verbal practice is a comprehensive approach which teaches the child with a hearing impairment to make maximum use of his or her amplified residual hearing. Emphasis is placed on early identification and ongoing audiological evaluation and aural habilitation. Parents and auditory-verbal professionals then work together to teach the child to listen, to process verbal language, and to speak. As a result, the child acquires the ability to communicate through speech. After learning about auditory-verbal therapy through class work and observation, I became particularly interested in learning more about the history, techniques, and outcomes of this approach. Therefore, I chose to explore some of the primary components of the auditoryverbal process, including the following: the auditory-verbal position, audiological management, therapy strategies and techniques, auditory-verbal outcomes, and personal observations of auditory-verbal clients. Although I researched this topic in books and journals, I gathered much information through direct observation. During the Fall semester, I observed various auditory-verbal clients in the NIU Speech and Hearing Clinic. This semester, however, I was given the opportunity to assist a graduate clinician in therapy with a two-year-old auditory-verbal child. I participated in therapy two times a week for fifty minutes each session. I also gathered information from Auditory-Verbal International and auditory-verbal professionals. I was then able to compare my research with my direct observations. I found that auditory-verbal practice is a very ongoing, family centered process. To insure auditory-verbal success, parents and auditory-verbal professionals must work together to shape the approach into a way of life.B.S. (Bachelor of Science

Impact of Presentation on Learner´s Vocabulary Retention in EFL Classes

88 s., 11 s. příl. :obr., grafy +CD ROMV této diplomové práci je popsán vliv metody prezentace na zapamatování anglické slovní zásoby. Tyto metody jsou zaměřeny na žáky drůhého stupně zákaldní školy a jejich individuální učební styly. V teoretické části jsou popsány všechny okolnosti, které se týkají výuky a osvojování anglické slovní zásoby včetně aspektů slova, se kterými by žáci měli být seznámeni, procesu ukládání slovíček do paměti, učebních strategií a stylů, dále způsobů prezentace a testování slovní zásoby. Poznatky z teoretické části jsou zdrojem pro výzkumný projekt, jehož průběh a výsledky jsou popsány v části praktické. Celý projekt navrhuje a zavádí do praxe pět metod prezentace anglických slovíček, které jsou zaměřené na tři hlavní učební styly (zrakový, sluchový, pohybový), do běžných hodin angličtiny jako cizího jazyka. Následně je zde popsán vliv těchto navržených metod na ukládání slovní zásoby do paměti. V této části je dále zahrnuta analýza učebnice dané třídy opět zaměřená na prezentaci slovní zásoby. Efektivita navržených metod je demonstrována na výsledcích závěrečného testu a na zpětnovazebném dotazníkovém průzkumu