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About Chia Suan Chong. Teaching Tips: A combination of theory and practice. Catch up with Penny Ur, author of Penny Ur’s 100 Teaching Tips, in this week’s webinar recording, where she discussed the relationship between tips (practice) and theory. What is the relationship between practice and theory in language teaching? We often refer to theory as: Theory as generalisations, accounting for a range of real-world phenomena.Theory as concepts, hypotheses or general recommendations. There are pros and cons of theory in the language classroom and, in Penny’s experience, teachers don’t tend to react well to theories that are vague and complex. But not all theories are this way! As Kurt Lewin puts it: ‘There is nothing so practical as a good theory.’ Practical procedures are a great tool for teachers in the classroom and can immediately be used, but once you have used them they only help you create more ideas if you understand the underlying principles.

GamesError correctionGrammarInteractive Games and so on…. To watch the webinar in full please click on the video below. Hugh Dellar Discusses The Lexical Approach. As part of our series on The Lexical Approach to English language teaching, Ger Counihan is in conversation with Hugh Dellar from Lexical Lab on the background and practical applications of this approach. Lexical Lab is Hugh Dellar and Andrew Walkley. They met at University of Westminster in 1997 and have worked closely as teachers, trainers and materials writers since then. They have written two five-level General English coursebook series for National Geographic Learning: Innovations (which was twice nominated for a British Council ELTON award) and Outcomes.

They have also produced an online Teacher Development course called Teaching Lexically and are currently working on a methodology book of the same name for DELTA Publishing. Podcast: Play in new window | Download. The Daily Ptefldactyl: No, I'm not a 'proficient English language speaker' I’ve just been on Dave’s ESL Cafe. Not because I want to work 60 hours a week in a ropey kindergarten, but to see how companies are wording their recruitment ads these days. And amongst others, I found: ______ is recruiting female full time native-speaker teachers of English (Saudi Arabia); We are currently looking for a full-time native English speaking teacher (Thailand); and A small independent school in ______ is looking for experienced NATIVE English teachers (Japan – the caps are theirs). So it seems that, yes, in spite of brilliant recent work from TEFL Equity Advocates and others, teachers are still being sought on the basis of their mother tongue instead of their qualifications.

But the debate is taking an interesting turn. NS and NNS may be ‘flawed terms’ but that’s no reason to stop using them. …and to be honest, my first reaction was oh Russ come on. For recruitment purposes, it’s pretty clear we should stop using the NS and NNS labels. However. How we work now (How we teach now) I’ve just read a piece on the Guardian website styling itself as ‘secret office diaries’. A few of the comments, as you’d expect maybe, were taking pops at these alleged office diarists and how much actual work they seemed (not) to do. Obviously the whole thing is anonymous, and there are others in the comment section identifying with the trials and travails of these project managers, editors, charity workers and others – but it made me think back to what used to happen when I was teaching ESOL in an FE college. Here’s what my diary might have looked like – stop me if any of this sounds familiar… 7.30am I catch the bus to work. Although I don’t actually start teaching until 9.30, it’s always a good idea to be in the staffroom nice and early to deal with any last-minute changes. 8.30am At work now, I’m in front of the computer.

I always have a fairly unplanned and loose approach to beginning a class… 9.30am I’m in my classroom now. 9.50am There are a few latecomers. 10.45am Phew! Unit 7: Responding to writing. Teaching EAP: A Professional Challenge. Teaching English for Academic Purposes (EAP) can bring a lot of challenges for both teacher and students. Here Fatih Yücel discusses some of the issues. Have you ever taught an EAP course? Did you enjoy it or was it a nightmare? How about your students? To begin with, for most language instructors it is already a challenge to switch from teaching English as a Second Language to teaching English for Academic Purposes as the syllabi and the outcomes are totally different from each other.

What are the key challenges? Preparing Suitable Course Materials: Most EFL instructors have access to infinite number of sources to use in class, so it is generally not an issue to add variety to their lessons. Student Motivation: Motivation level of university students is another challenge in teaching EAP, because “university students do not invest as much time in learning English as they do in learning their specialist subjects. Bibliography: Jordan, R. Like this: Like Loading... Academic English: How Is It Different? - An interview with Martin Hewings. 70 Practical Things Every Teacher Should Know. Dear David: Here Are 70 Practical Things Every Teacher Should Know by Terry Heick Recently I found out that my best friend is in school to become a teacher. David (I call him Gravy. Or Big Bear. Long story.) kept this one quiet–had no idea until he was already in school and taking classes. To be fair, we’re not 17 anymore.

I’ve known him for 30 years, and it’s easier to hang out at 15 than 40. This is a second (or third) career for him having spent most of his life doing craftsmanship of various kinds. In response, I created a list of random things teachers have to know in order to survive. So, to the list. There are 70. Hope this helps, Gravy. 70 Practical Things Every Teacher Should Know Dear David: Here Are 70 Practical Things Every Teacher Should Know. Welcome to our new BLOG. | Language Teaching Professionals. Welcome to our new blog on LTP.

I am THE EDGE – aka, Ian Simpson – “performance hacker”. I am really pleased to be working with LTP and David Paul who continue to make a massive contribution to our community. Who am I ? – I won’t bore you with the full resume. I am from the UK. Taught PE in a UK high school for 17 years and coached Pro Rugby in both the UK and Japan. I have been an educator for 30+ years. Currently, I am Owner / CEO of Queens Education Co. What does TOKYOREAL do ? TOKYOREAL is a self development site, helping you to …… give yourself the edge .… in business, sport and life. I hope we have something to say that will INSPIRE you. Catch you later Ian Useful Links:- www.tokyoreal.tv ( live links to FB & YT ) www.performanceanalysis.solutions www.queens-e.net. Overcoming the challenges of teaching low-level adult learners. Teaching adult beginners can be a real challenge.

After all, ‘beginner’ is a loose term. Students who are placed in A1 level could be ‘true’ beginners, with little knowledge of English beyond ‘hello’, or they could be ‘false’ beginners, with some passive knowledge of the language, perhaps having studied English at a young age. The objective for the teacher, then, is to get a good idea of the range of aptitudes in their class as soon as possible. A useful way to do this is by using images or video to elicit language, particularly those that show a lot of objects or actions. The image above, for example, could be used to elicit weather vocab, furniture, family, colours and numbers. Using lots of different visual media is also great for student motivation.

One simple way to motivate students is to cover topics and situations that feel authentic and that students can see will be useful in their daily lives. About the author: Laura Sigsworth+ Learner Autonomy. Janet Hardy-Gould, a teacher, teacher trainer and materials writer, discusses how to encourage learner autonomy in the higher education classroom. Learner autonomy is when students take control and responsibility for their own learning, both in terms of what they learn and how they learn it. It takes as its starting point the idea that students are capable of self-direction and are able to develop an independent, proactive approach to their studies. In the field of higher education, learner autonomy is particularly important. Students may have limited classroom contact time for learning English but they may need to rapidly increase their knowledge and skills.

It is therefore important for them to become self-reliant language learners who can continue learning efficiently outside the classroom. At the heart of autonomous learning is the student’s perception of their own role as a learner. Like this: Like Loading... Negative attitudes to professional development. In the 6 years I’ve been teaching I’ve encountered a lot of negative attitudes towards professional development. Sure, at times I’ve been negative or cynical too – no-one’s perfect! It’s just that over the last few years I’ve really come to value the opportunities I get to develop my practice. That makes me feel guilty for being negative towards development opportunities in the past. I’ve come across plenty of teachers who don’t share my opinion.

In almost every teaching job I’ve had there’s been at least one, sometimes many people who don’t take kindly to staff development sessions. ‘that was all just common sense’ What makes this a difficult comment to hear is twofold. ‘that’s an hour of my life I’m never getting back’ It’s also at least 3 hours of time that the person taking a session has put in to plan it and deliver it. Exceptional chesting… ‘I hate it when they treat us like we’re students’ ‘I thought this was going to be about practical activities…’ Like this: Like Loading...

Speech Therapy. Going into college: Speech therapy options. A query came this column's way relating to opportunities to study speech therapy in Ireland. Although there are now three undergraduate speech-therapy courses in CAO colleges, Trinity College, Dublin, NUI Galway, and UCC, the demand for such courses is high, and consequently points are high as well, so each CAO-offer season sees many disappointed applicants. So is there any other way of becoming a speech therapist in Ireland except by doing an undergraduate course? The answer is that there are increasing opportunities to do so, whether in Ireland or Britain. In Ireland, the University of Limerick offers a two-year postgraduate (masters) degree in speech therapy, which is open to application from graduates with an honours degree in a cognate discipline, for example, linguistics, anatomy/physiology or psychology. Applicants are selected by interview. The University of Ulster is another source of postgraduate courses in the healthcare area.

Speech and language therapy undergraduate limerick university. Speech Therapy. Speech and Language Therapy. l8. All Hallows CollegeAmerican College DublinAthlone Institute of TechnologyIBAT College,DublinChurch of Ireland College of EducationMarino Institute of EducationCarlow CollegeCork Institute of TechnologyDublin Business School Dublin City UniversityDublin Institute of Technology Dundalk Institute of TechnologyDun Laoghaire Institute of Art, Design & TechnologyGalway-Mayo Institute of Technology Griffith College Dublin, Cork & LimerickICD Business School, Dublin Independent Colleges, Dublin Institute of Technology BlanchardstownInstitute of Technology CarlowInstitute of Technology Sligo Institute of Technology Tallaght Institute of Technology Tralee Irish College of Humanities & Applied SciencesLetterkenny Institute of Technology Limerick Institute of TechnologyMary Immaculate College of Education Mater Dei Institute of EducationNational College of Art and Design National College of Ireland(NCI)Nat.

Univ. Points Required for Entry to Level 8 Courses 2015 Go to Level 8 List of Institutions. Untitled. Budgeting as a UCC student is all about making "sensible sacrifices" regarding what you spend your money on. And trying to balance your income with your expenditure. In other words, what's going out of your pocket shouldn't be more than what is going in. The Budgetary Advisor will help you as a UCC student manage your money by: Providing "one to one" advice and guidance on managing your money.Delivering workshops on budgeting for students, where information and practical advice will be available to you.Assisting students in the completion of your grant, scholarship and Student Assistance Fund applications.Liaising with UCC student support services, such as Fees, Counselling and SAF, on your behalf.Liaising with external agencies, such as MABS, Department of Social Welfare and Protection, Local Authorities and St.

Vincent de Paul, on your behalf. See more information about the Student Budgetary Advisory at Hours Wednesdays (until 1pm only) Location. Health Service Skills with Speech and Language Therapy Assistant Theory & Practice - Portobello Institute. Apply Now This Health Service Skills Certificate with an emphasis on Speech and Language Therapy provides training for Care Assistants and Speech Therapy assistants and equips them with the skills and knowledge to care for clients in a safe and hygienic environment.

You will gain a knowledge of varying roles of the speech and language therapy assistant in clinical practice and an awareness of ways to assist the speech & language therapist in the preparation and implementation of therapeutic programmes. Speech and language therapy assistants work with Speech Therapists to help people to minimize or overcome impaired speech, voice, language or swallowing difficulties. They also help people with psychiatric disorders, people who have suffered from head injuries and those who are learning to cope with a degenerative disease. Qualifications Gained QQI Level 5 Major Award in Health Service Skills (5M3782) Entry Requirements Entry to this course is by direct application to the college.

Speech and Language Therapy - NUI Galway. Course Overview Speech and language therapists enable people with communication disorders and swallowing disorders to achieve their maximum potential. They are involved in assessing their clients’ communication and swallowing difficulties, and developing treatment programmes to meet their needs. They work closely with other members of the team, such as nurses, doctors, occupational therapists, physiotherapists, teachers, etc, and work in a variety of settings, including hospitals, primary care health centres and schools. The Irish Association of Speech and Language Therapists (IASLT) require that those in training have a minimum of 450 hours clinical education, 300 of which must be with a speech and language therapist, and 150 clinically-related. In their first year, students visit preschools and centres for people with disabilities, and throughout the course, qualified speech and language therapists supervise the students in training during their work-placement.

Who Teaches this Course. All Courses. Untitled. All Courses. Sue Palmer | Sue's Blog. Sue Palmer | What Children Need For Healthy Development On The Fingers Of One Hand. M.Phil. in Applied Linguistics - Taught Courses - Postgraduate : School of Linguistic, Speech and Communication Sciences :Trinity College Dublin, the University of Dublin, Ireland. Sue Palmer | Sue's Blog.

Sue Palmer | About Sue. Connections | onefortywords. About Chia Suan Chong. Politeness and Pragmatics in NNS interactions by Chia Suan Chong « IH Journal. Chia Suan Chong: A trip down the memory lane of methodology. Chia Suan Chong (@chiasuan) | Twitter. Sign in or Register. ELT Ireland - Resources. Chia suan chong. Chia Suan Chong: Politeness, Pragmatics and her Journey in ELF.

The Teacher’s Voice – the TDSIG PCE at IATEFL 2016. Negative attitudes to professional development. 10 Things to Prepare Before Attending a Conference. DIY Professional Development: Resource Roundup. Ten books every teacher should read. How Music and Language Shape the Brain. IATEFL Teacher Development SIG newsletter - IATEFL TDSIG newsletter issue 73 digital edition. Webinar "Inspiring Environmental Responsibility in the Young Learner Classroom" - Registration. Webinar "Inspiring Environmental Responsibility in the Young Learner Classroom" - Inscription. 'We are entering educational death row. Human bodies cannot sustain the impact of teaching in its current form' Continued Professional Development (with image, tweets) · ELTIreland. Learning Technologies for the Classroom. 12 Learning Sites to Help You Level Up and Get Ahead in Your Career. 10 Signs You Have Exceptional Mental Strength. 10 Signs You Have Exceptional Mental Strength.

Why learning as an adult can increase life satisfaction. What type of teacher are you? | Teacher Network. Understanding IELTS - British Council. Advanced Course with Luke Meddings. SIG event information. Programme | IATEFL-H. How to teach IELTS. 10 useful websites for ELT | elt planning. Free Books. IELTS Trainer – Six Practice Tests with Answers | Free Books. Foreign-language_1125.pdf. Teacher-researchers in Action - IATEFL Research SIG. How to Conduct a Simple Training Needs Assessment. Do you understand? – Effective ways of concept checking by Marek Kiczkowiak. 26 digital typography rules for beginners — Design in the digital age. Professional Practices for English Language Teaching - British Council. Webinars. Webinars. Seven tools for truly effective training courses by Christina Rebuffet-Broadus.

Advanced Course with Stephen Krashen. Webinars. Advanced Course with Jason R. Levine. Professional Practices for English Language Teaching - British Council.