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The Electronic Journal for English as a Second Language

The Electronic Journal for English as a Second Language
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English Language Teaching English Language Teaching (ELT) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of English Language Teaching. The journal is published monthly in both print and online versions by the Canadian Center of Science and Education. The scope of ELT includes the following fields: theory and practice in English language teaching and learning, teaching English as a second or foreign language, English language teachers’ training and education. Authors are encouraged to submit complete, unpublished, original, and full-length articles that are not under review in any other journals. The online version of the journal is free access and download. Statistics 2014 Q2: Articles Received: 110; Accepted: 61; Rejected: 49; Published: 48; Retracted: 2 2014 Q1: Articles Received: 122; Accepted: 56; Rejected: 74; Published: 47; Retracted: 0 2012 Q4: Articles Received: 77; Accepted: 53; Rejected: 25 Issues Announcements

Home - The Journal of Teaching English With Technology (TEwT) Humanising Language Teaching (HLT) Free Online EFL Magazine for Teachers of English #AusELT | Connecting ELT professionals in Australia and beyond Current issue | ELTA JOURNAL ELTA Journal • December 2015 • Volume 3, No. 3 I ELTA Journal intro 1 II Editorial 2-3 III ELTA Journal Contents 4 IV Project-based Instruction for Pronunciation Accuracy by CeAnn Myers and Nicholas Velde 5-26 V The relationship between metacognition and Business English learning by Nina Kisin 27-34 VI Multi-functionality of Metaphors in the Eco-Moral Discourse of the British Press by Valentina Khrabrova 35 – 46 VII Speed Speaking- A New Activity to Engage More Learners to Talk by Feng Teng and James Wong 47 – 58 VIII The Nightmare of New Lexis How to Improve Retention and Retrieval By Avgi Vafeidou 59-67 IX Organization of Repair Structures in Dyadic Written Exchanges among Facebook Users by Ali Karakas et al 68 – 94 X Of Humans and Animals- Domestic Animal Names for Men and Women in English and Serbian by Gorica Tomić 95- 103 XI Using a Literature- based Approach in the Acquisition of Compounds from Stevenson’s novel The Strange Case of Dr Jekyll and Mr Hyde by Bratislav Milošević 104 – 115

ACAL Australian Council for Adult Literacy - supporting literacy and numeracy education for adults Courses in Sydney - Centre for Continuing Education - The University of Sydney Teacher Collaboration: When Belief Systems Collide It's impossible to explore how we can work more effectively together in schools without considering conflict -- an inevitable part of working together. Conflict can be challenging and destructive, or it can lead to a deeper understanding between people, and perhaps higher quality work from a team. There are many reasons why conflict can exist within a school or a team of educators. 6 Belief Systems In his book, Cognitive Coaching, Robert Garmston (with co-author Arthur Costa) identifies six predominant ideologies that influence educators' decision-making: Religious Orthodoxy: This ideology aims to teach the habits and values that will lead to that religion's realization of how life ought to be lived in accordance with that faith. You, Your Principal, and Your Colleagues After reading these descriptions, go back and rank them according to your personal priorities and belief systems. Let me be clear about one thing -- it's not "bad" for a staff to hold different ideological positions.

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