The higher education institutions of non-linguistic specialties are now facing a problem of students to be professionally trained and graduated from not only in their respective qualifications and specialties but also in the faculty of comprehensive thinking and acquiring knowledge along with multicultural issues. This requires providing such important arrangements to be made for the foreign languages teaching process as various kinds of intercourse related to a given social and cultural ambience, sociopolitical activity along with the main professionally (specialization) adjusted intercourse as the dominating one. It will comprehensively define and shape the professional terms of reference and lights of a given specialist in the course of the higher education process thus incorporating all personal lights what allows the specialist to properly employ and accomplish his/her professional activity by more efficient way, what in turn also provides for further mental development of individuals. In this aspect, the communication component shall be the key one.
Tag: English Teachers Newsletter
Vol. 4 Issue 24 – Book of the week: The Heinemann ELT Elementary English Grammar
A reference and practice book which deals with the real problems elementary learners face.
Vol. 4 Issue 24 – Video: The Phonetics Symbols Course – Lesson 1
This video course has been prepared to give language students a powerful tool for speaking English well. The videos aim to identify and help with the pronunciation of the 39 phonetic symbols of the English language. You may read more about the use of phonetics at http://www.tipsforenglish.com/?p=388 ‘Why Phonetics?’
Vol. 4 Issue 24 – TeachingEnglish Seminars: The ESOL Debate
When I was asked to teach a course on creative writing at Carmel College, I had no clue where to start. After gamely saying ‘yes,’ I had plenty of time to dwell on the enormity of my folly.
Vol. 4 Issue 24 – Video: Teaching resources free online | Teaching English | British Council
TeachingEnglish is the British Council’s website for teachers of English: www.teachingenglish.org.uk
Vol. 4 Issue 24 – Conference: 9th Annual CamTESOL Conference on English Language Teaching, February 23-23, 2013 – Cambodia
9th Annual CamTESOL Conference on English Language Teaching, February 23-23, 2013 – Cambodia
Vol. 4 Issue 23 – Article: ‘Designing a Course in Creative Writing’ by Brian Mendonça
When I was asked to teach a course on creative writing at Carmel College, I had no clue where to start. After gamely saying ‘yes,’ I had plenty of time to dwell on the enormity of my folly.
Vol. 4 Issue 23 – TeachingEnglish Seminars: ESOL learners with basic literacy needs – where do I start?
When I was asked to teach a course on creative writing at Carmel College, I had no clue where to start. After gamely saying ‘yes,’ I had plenty of time to dwell on the enormity of my folly.
Vol. 4 Issue 23 – ELTWO Research Paper: ‘Five Reasons Why Listening Strategy Instruction Might Not Work With Lower Proficiency Learners’ by Willy A Renandya
When I was asked to teach a course on creative writing at Carmel College, I had no clue where to start. After gamely saying ‘yes,’ I had plenty of time to dwell on the enormity of my folly.
Vol. 4 Issue 23 – Book of the week: Check Your Vocabulary Series
This range of workbooks has been designed to help students prepare for their English examinations. They contain a range of activities to build, improve and revise English vocabulary.