English in South Asia and Pedagogical Implications

English at present maintains a significant role as a second or foreign language in the region of South Asia as well as globally. In a discussion of this topic, it is important to explore a brief history of the expansion of English and its origins in South Asia. It is also essential to provide a background of South Asian English and its unique linguistic characteristics as well as its use in different contexts of South Asia. The perspectives of linguists and educators who are native to the region of South Asia should be included as much as possible in this research. The most crucial element in this discussion is the various implications of the role of English in South Asia on English language pedagogical practices. The numerous options for how to teach the language and the diverse contexts in which the language may be used have a profound effect on the English language educational approach. These implications lead to examining and suggesting the seemingly most relevant and effective approaches to English language instruction in South Asia. The main question in response to these considerations is what variety of English or instructional model should be taught or used in a South Asian classroom. Based on the diverse cultural context of South Asia and the global state of our world, this research endorses a polymodel of English pedagogy that incorporates the use of an established variety of English primarily for instruction while also exposing students to many more existing varieties that they may encounter as well as the cultures that use them

Fitness professionals’ pedagogical intervention

It is recognised the importance of fitness professionals’ intervention for fitness centres’ quality and participants’ satisfaction and retention. The objective of this article is to present several studies that show some particular aspects of pedagogical intervention which must be taken into account for participants’ satisfaction and retention, namely encouragement, instruction and pay attention to participants. Some implications for the practice of fitness professionals’ pedagogical intervention are presented.info:eu-repo/semantics/publishedVersio

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Extensive reading in a second language : literature review and pedagogical implications

textThis Report explores the importance of including extensive reading (ER) program in English as a second language (ESL) or English as a foreign language (EFL) context. To find benefits and implications of L2 extensive reading, the Report reviews comprehensive literature on L2 extensive reading. Research has found that extensive reading enables L2 learners to achieve both cognitive and affective gains. Based on these findings, the report provides some pedagogical implications for an L2 program in ESL/EFL contexts. The suggestions include practical tips such as materials, useful ER activities, and a discussion of teacher roles in an extensive reading program.Foreign Language Educatio

Peripatetic electronic teachers in higher education

This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a ‘Peripatetic Electronic Teacher’ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PET‐worlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PET‐world paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed Short‐Term British Telecom Research Fellowship, based at the BT Adastral Park

Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

Purpose: This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. Its main purpose is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on articles in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in Issue 4.2 raises the issue about the extent to which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories, such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects. Approach: Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for student motivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexanders dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, ‘democratic pedagogy’ (Dewey) and ‘accelerated learning’ (Vygotsky). Research Implications: Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research. Practical Implications: This review article goes on to examine how the Lesson Studies depicted in issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed

Sound Symbolism in Foreign Language Phonological Acquisition

The paper aims at investigating the idea of a symbolic nature of sounds and its implications for in the acquisition of foreign language phonology. Firstly, it will present an overview of universal trends in phonetic symbolism, i.e. non-arbitrary representations of a phoneme by specific semantic criteria. Secondly, the results of a preliminary study on different manifestations of sound symbolism including emotionally-loaded representations of phonemes and other synaesthetic associations shall be discussed. Finally, practical pedagogical implications of sound symbolism will be explored and a number of innovative classroom activities involving sound symbolic associations will be presented

The relationship between andragogical and pedagogical orientation and the implications for adult learning

Current literature suggests that the relationship between andragogy and pedagogy is based on a continuum. This study found that the relationship of andragogical and pedagogical orientations, measured by the Students' Orientation Questionnaire, is more correctly represented as being orthogonal or at right angles to each other. Such an orthogonal relationship reflects the complexities involved in adult learning. This paper discusses the implications for both the learning process and for future research