" "ealia" refers to the use of bona fide materials such as magazines, newspapers, signs and advertisements; they can also include maps, graphs, pictures, charts and symbols. Classroom activities are mostly planned to finish tasks that engage students in sharing of information and communicative processes, interaction and negotiation of meaning argues Akerlind 322()
Social Cultural

As much as the social cultural factors within a society cannot be easily changed, there is a need for freedom in the Libyan classes such that the students are able to communicate effectively with their teachers, ask questions without fear of victimization of being branded as rude and the one who lack respect for the teachers emesal 28.

The society needs to realize that when you fear your teachers, one learns very little to them and one only takes instructions from the teachers, these limits even the basic communication.

eferences

Akerlind, G. "Variation and Community in Phenomenographic esearch Methods. 24(4),…...

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References

Akerlind, G. "Variation and Community in Phenomenographic Research Methods. 24(4), P. 321-334." Higher Education Research & Development. 24.4 (2005): 321-34. Print.

Angelides, P., T. Stylianou, and P. Gibbs. "Preparing Teachers for Inclusive Education in Cyprus. 22, P.513-522." Teaching and Teacher Education, 22 (2006): 513-22. Print.

Carless, D. "Implementing Task-Based Learning with Young Learners." ELT Journal, 56.4 (2004): 389-96. Print.

Cohen, L., L. Manion, and K. Morrison, . Research Methods in Education 5th Ed. London: Routledge, 2000. Print.

wikipedia.org/wiki/Communicative_language_teaching#Overview_of_CLT,2005). This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. Communicative language teaching is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices (http://en.wikipedia.org/wiki/Communicative_language_teaching#Overview_of_CLT,2005).
Communicative Activities

Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses (Orellana, 1997). The real-life simulations change from day-to-day, and the students' motivation…...

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Bibliography

Al-Arishi, a. (1994). An integrated approach to the use of technology in communicative language teaching. Language Quarterly, 32 (3-4), 175-191.

Anonymous author. (2005). Historical overview of the development of the notion of communicative competence" Retrieved July 12, 2005 at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html

Carel, S. (1997). Communicative Competence at Issue in Foreign Language Education.

Retrieved July 12, 2005 at http://www.edb.utexas.edu/mmresearch/Students97/Carel/#sectionI

A. In Literature. Thus, 25% of the participants within the study did not have an academic background in education, and had focused on literary structure and analysis rather than education as a major staple in their own training. These teachers had more of a critical evaluation background in comparison to teaching methodologies. Having a Literature background has been shown to impact the teaching methodologies and strategies implemented in language learning, especially with teachers that are non-native speaking themselves (Braine, 1999).
The questionnaire showed that overall, teachers with a literature background actually thought much differently in regards to the importance of grammar. These participants averaged a response of 1.15 in regards to the importance of grammar being the crucial element to judge understanding and competence of a language. This shows that these participants believed there were other more important criteria that would show language competency. Moreover, these participants highly disagreed with the…...

Communicative Language Teaching the Best Methodology to Prepare Students for the Cambridge First Certificate Exam?
Based on its emphasis on authenticity and relevancy to students' lives, it has been argued that the communicative language teaching approach may represent the best methodology to prepare students to take the Cambridge English: First for Schools (also known as First Certificate in English or FCE for Schools), which demonstrates student progress in second language acquisition for work and/or study applications. To determine if the FCE is in fact the best alternative approach for this purpose, this paper reviews the literature to provide a detailed outline of the communicative language teaching approach, a description of the Cambridge FCE, an analysis of what the FCE exam appears to be assessing and how, followed by an analysis concerning the degree to which communicative language teaching is an appropriate methodology for the FCE exam preparation class. A summary…...

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References

Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. 1990 Teaching English as a Foreign Language. New York: Routledge.

Burke, B.M. 2007 'Creating Communicative Classrooms with Experiential Design.' Foreign

Language Annals, vol. 40, no. 3, pp. 441-443.

Byram, M. 2000 Routledge Encyclopedia of Language Teaching and Learning. London:

As an analytic method it varies from the syntactic syllabus in simliar way as the practical and procedure syllabi, particularly in the supposition that the learner learns best when using language to converse about something. TBLT also is different from the two other logical curricula in a lot of ways. It differs from the procedural syllabus in that it stresses the importance of carrying out a needs analysis prior to instruction.

Identifying likely bases of task complexity certainly is an essential precondition for making ethical choices regarding the grading and sequencing of functions, upon which many of the worth of the TBLT will rest. Grading and sequencing of pedagogic errands is certainly a chief test for the task-based syllabus creators.

Principles and features of task-based language teaching.

Prabhu's observations, stated at the beginning of the project, guide to the first belief of task-based interaction that "language is a basically just a meaning system"…...

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Works Cited

Alex, J., 2001. Recognizing Task Designs. Journal of Education, 2(5), pp. 23-34.

Breen, M., 2004. Process syllabus for the language classroom.. Oxford: Pergamon Press.

Breen, M., 2005. Learner contributions to task design.. Chicago: Penguin.

Candlin, C.N., 1984. Syllabus design as a critical process, ELT Documents. Cambridge: Pergamon & the British Council.

Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters.
In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students the ability to hone new skills in a non-threatening environment. However, despite significant praise in the teaching community regarding the success of the Natural Approach, the method's critics still exist. Due to this, it is crucial to understand the advantages as well as the disadvantages that exist when the Natural Approach is employed in a language learning environment, especially in dealing with English as a second language.

Advantages and Disadvantages

In beginning to understand the overall value of the Natural Approach, one…...

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Works Cited

Canale, Michael and Swain, Merrill. 2002. "Theoretical Basis of Communicative

Approaches to Second Language Teaching and Testing," Applied Linguistics: 1(1): pp. 1-47. Retrieved from: / CanaleSwain.80.pdf [Accessed on 17 February 2012].https://segue.atlas.uiuc.edu/uploads/nppm

Clandfield, Lindsay and Meldrum, Nicola. 2012. "One-to-one methodology: advantages and disadvantages for students." Retrieved from: .com/business/teaching-approaches/teaching-one-to-one/methodology/one-to-one-methodology-advantages-and-disadvantages-for-students/144655.article [Accessed on 19 February 2012].http://www.onestopenglish

Gebhard, J., Gaitan, S. And Oprandy, R. 1990. "Beyond Prescription: The Student

Traditional Methods of Language Teaching
The paper discuses the various traditional methods of language teaching, namely:

Grammar Translation Method

The Audio-lingual Method

The Direct Method

The Silent Way

The Communicative Approach

Cognitive code learning

The Natural Approach

Behaviorist approach

Functional-Notional Approach and The task-based approach

The paper discusses each approach in details and describes its various chief principles and how it helps both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.

Grammar Translation Method

This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.

The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to teach 'dead' languages as well as literatures for instance Latin and Greek, and was…...

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References

Benstein, Patricia. Explaining concepts behind the Silent Way. Wanadoo Communiquer. www.wanadoo.fr

Communicative language teaching. Sil International.

A www.sil.org

Capes - History of Language Teaching 2. Club Internet.

Communicative Approach
Applying the Communicative Approach to TESOL Classrooms

The communicative approach is a style of teaching language that focuses on interaction as the ultimate goal of study and also the means with which it is carried out (Mitchell, 1994; ichards & odgers, 2001). While some call it a teaching method, many argue that it is not a method but a broad approach (ichards & odgers, 2001). There are no clearly defined sets of practices that are used in the classroom in this approach, which encourages the students to speak to one another and interact in the language they are learning, overlooking issues such as incorrect grammar or other difficulties (Whong, 2011). While it may seem simplistic, it serves to help learners become much more comfortable interacting in a new language, as opposed to forcing them to study grammar rules and other guidelines before they can actually start to practice their new…...

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References

Bowern, C. (2008). Linguistic fieldwork: A practical guide. Basingstoke: Palgrave Macmillan.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.

Denzin, N.K. (2012a). Collecting and interpreting qualitative materials. Thousand Oaks, CA; London: Sage.

Denzin, N.K. (2012b). Strategies of qualitative inquiry. Thousand Oaks, CA; London: Sage.

Teaching and Learning Arabic as a Foreign Language1- What is your understanding of the situation of Arabic language teaching in the United States in terms of demand & growth?In the United States, there is a strong case that Arabic teaching is gaining traction and maturing as a vocation. Arabic classes in colleges and universities showed a staggering 92.5 percent increase in enrollment from 5,505 in 1998 to 10,584 in 2002 (Al-Batal & Belnap, 2006; yding, 2006). In 2016, enrollment in Arabic classes increased by 51.5% (Looney & Lusin, 2019). According to the Modern Language Association (MLA), the number of American students enrolling in Arabic programs is likely to rise for various reasons, including the United States direct military involvement in the Middle East. Many institutions have expanded or introduced full-fledged Arabic programs to their curricula, and several universities have developed new summer programs in the Arab world. Therefore, based on…...

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ReferencesAl-Batal, M., & Belnap, R. K. (2006). The teaching and learning of Arabic in the United States: Realities, needs, and future directions. Handbook for Arabic language teaching professionals, 389-399.Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Center for Language & Technology.Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325-340.Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.Krashen, S. D. (1991). Bilingual education: A focus on current research. National Clearinghouse for Bilingual Education, Washington DC.Looney, D., & Lusin, N. (2019, June). Enrollments in languages other than English in United States institutions of higher education, Summer 2016 and Fall 2016. In Modern language association. Modern Language Association. 26 Broadway 3rd Floor, New York, NY 10004-1789.Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge.Ryding, K. C. (2006). Teaching Arabic in the United States. Handbook for Arabic language teaching professionals in the 21st century, 13-20.Ryding, K. C., & Allen, R. (2013). Teaching and learning Arabic as a foreign language: A guide for teachers. Georgetown University Press.Yousaf, M., Umar, H., & Habib, A. (2017). Communicative Language Teaching (CLT), Role of Grammar and Teachers’ Beliefs. Journal of Research in Social Sciences, 5(1), 116.

Communicative Theory of Biblical Interpretation
Any theory is a composite of residual aspects of earlier theories and fresh compositions illuminated by the present context. The several theories that have been applied to the study of Scriptures are no exception, and this discussion will explore how several theories have come to coalesce in the communicative theory of Biblical interpretation. The relation of literary criticism, structural criticism, and reader-response criticism to the Biblical interpretation as seen through the lens of communicative theory will be discussed. Aspects of contextualization, relevance theory, and speech-act theory are explored with regard to the influence of these constructs on the development of modern communicative theory.

Communicative theory. The written word is a special form of communication -- a mysterious way for people to experience the inner thoughts of another being. The Bible, as a written record of the experiences and history of ancient Israelites and Christians, provides the same…...

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References

Allen, R. (1984). Contemporary Biblical interpretation for preaching. Valley Forge, PA: Judson Press.

Brown, J.K. (2007). Introducing Biblical hermeneutics: Scripture as communication. Ada, MI: Baker Academics.

Definition of reader response criticism. Critical Approaches. VirtuaLit - Interactive Poetry Tutorial. Retrieved http://bcs.bedfordstmartins.com/virtualit/poetry/critical_define/crit_reader.html

Fish, S. (1970). Literature in the reader: Affective stylistics. New Literary History, 2 (1), 123-162.

1 million today, Smith explains. About 79% of ESL students have Spanish as their native language, and hence, Smith insists, "there is an urgent need for as many teachers as possible to be skilled in and passionate about working with ESL students" (Smith, 2008, p. 5).
The mentor (an ESL specialist) needs to apply "professional knowledge to actual practice" when working with another teacher, Smith explains. There are two components to Smith's mentoring suggestions: a) the ESL specialist shares his or her "best of ideas"; and b) but by mentoring, the ESL specialist is "supporting the professional and personal growth of the teacher" (Smith, 6). Smith breaks down her mentoring program ideas into six conversations, or specific aspects, of how to relate to ESL students. This mentoring is for new teachers, who need to be submerged in diversity and inclusion quickly, and for existing teachers, that have perhaps avoided becoming up…...

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Works Cited

Conroy, Paula Werner, Rude, Harvey, and Phillips, Jacqueline S. (2006). Rural Challenges to Educating English Language learners with Visual Impairments. Rural Special Education

Quarterly, 25(4), 16-24.

Duncan, Arne. (2011). Preparing Students with Disabilities for Success: Secretary Duncan's

Remarks to the American Association for People with Disabilities. U.S. Department of Education. Retrieved June 28, 2011, from  http://www.ed.gov .

Language and culture are inextricably linked. The ways in which one's culture is directly attributed to language development are well documented in the academic literature, though there seems to be little consensus on the processes involved in language acquisition and the ways that culture is manifested in both socialization and language development. One assertion, however, seems widely accepted; culture is a learned attribute that language helps convey to others. Because people use language to impart cultural beliefs and societal mores, the nexus between language and culture is an important consideration in the field of education and communication, especially concerning the varied pedagogical theories of child development. Much of what has been studied in the field of both communications and education concerning the connection between language and culture is attributed to a ussian born educator named Lev Vygotsky.
Lev Vygotsky

Vygotsky believed that children developed and acquired knowledge through the assistance of competent…...

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References:

Kyratzis, A. (2005). Language and Culture: Socialization through Personal Story-Telling Practice. Human Development, 48(3), 146-150.

Miller, P.J., Hengst, J. Alexander, K., & Sperry L.L. (2000). Versions of personal storytelling/versions of experience: Genres as tools for creating alternate realities. In K. Rosengren, C. Johnson & P. Harris (eds.), Imagining the impossible: The development of magical, scientific, and religious thinking in contemporary society (pp. 212 -- 246). New York: Cambridge University Press.

Miller, P.J., & Mehler, R. (1994). Personal story-telling, socialization, and self-construction at home and in kindergarten. In A. Haas Dyson & C. Genishi (eds.), The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English.

Vygotsky, L. (1978). Problems of Method (pp. 52-75). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

Language and Religion
I visited the Anglican Church in my community, who congregates every Sunday at 10am. To gain access, I telephoned the Secretary of the church, who explained to me that services were open to any members of the public. She indicated that I would be most welcome and she sounded very friendly as well. She invited me to also speak to the Reverend and gave me his number. I followed her advice and telephoned the Reverend with my request and the reasons for wanting to attend the assembly. Like the Secretary, the Reverend was extremely friendly and open to my request. He asked a few questions about my research as well, and seemed interested in what I had to say. He struck me as a very warm person who truly believed in what he was doing. So, the following Sunday, as decided, I woke up early, dressed according to…...

speaking in the target language is the expectation that a proficient speaker will sound like a native speaker. Is this an appropriate or realistic expectation?
Not a long while after the emergence of the subject of second language acquisition (SLA), which most of the scholars think came around the time of initial years of 1970s, there has been a need to develop ways by which to measure the development of the second language, aside from the usage of detailed homogeneous skill tests which were mostly appropriate to fulfill other objectives.

As per Freeman's (2009) information, the first declaration of this need was made by Kenji Hukuta (1976). Kenji Hakuta was concerned in knowing the path of his subject Ugusiu's English language development over a period of time. Besides the aforementioned practitioners, other L1 acquisition scholars had carried out for the pupils learning English as a national language. In the research of…...

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References

Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233 -- 259.

Bialystok, E. (1991). Achieving proficiency in a second language: A processing description. In R. Philipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch (Vol. 64, pp. 63 -- 78). Clevedon, UK: Multilingual Matters.

Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43 -- 59). New York: Oxford University Press.

Bouton, L.F. (1988). A cross-cultural study of ability to interpret implicatures in English. World Englishes, 7(2), 183 -- 196.

Percussion Teacher
In forty-five hours of teaching percussion, I have learned to apply various learning theories to my work. I believe a greater understanding of these theories has improved my pedagogy and enhanced communications and interpersonal connections with my students, who are both male and female and range in age from child to adult. The purpose of this paper is to reflect on my own learning experience as a teacher, including application of learning theories, effective communication techniques, use of formative and summative assessments, and incorporating language literacy and numeracy in the lessons. By reflecting on the teaching experience, I hope to gain insight that will inform my approach in the future and help me better meet the needs of all my students.

Learning Theories

For many of my students, I use the London College of Music series that has a graded course (1-8) for drum kit. Each handbook includes the rudiments and…...

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References

Cook, G. (1988). Teaching Percussion, New York (USA): G. Schirmer.

Criswell, C. 2009, 'Drum circles and the national standards', Teaching Music, vol. 16, no. 4, pp.

49-51.

Fidyk, S. 2010, 'Percussion: Adapting drumming for students with special needs', Teaching