Notes, summaries, assignments, exams, and problems for Teaching & Education

Linguistic Challenges in Postcolonial Literature

Language became a significant concern for postcolonial writers. While the use of English as a literary medium was the most obvious choice, different countries faced unique linguistic situations. Postcolonial societies are generally categorized as follows:

• Monoglossic: Single-language societies using English as a native tongue, typically corresponding to settled colonies such as New Zealand and Australia.
• Diglossic: Bilingual societies, including India, Africa, and Canada. In these regions, English serves as the language of power, government, and commerce. Indigenous peoples, such as the Māori, Native Canadians, and Aborigines, also operate within a diglossic framework.
• Polyglossic: Primarily found

Over 25 years, folk-rock icons Indigo Girls — Amy Ray and Emily Saliers — have not only released more than a dozen albums, they have also displayed a deep dedication to social, political, and environmental issues, mixing music and activism in equal parts.

In 1993, they co-founded Honor the Earth, the Native American support and awareness group, along with activist Winona LaDuke. Two decades on, they are still actively involved with that cause and others, from immigration reform to campaigning against the death penalty. On the eve of the release of One Lost Day, their first studio album in four years — and their performance at TEDWomen on Wednesday night — we spoke to Ray about how they speak up for what they believe in (without getting... Continue reading "Indigo Girls: Music, Activism, and Social Change" »

**Relationship Building**

**Let's Work**

**I. Decide if the following statements are True or False according to the text.**

1. True. You need good interpersonal skills to be a competent relationship builder.
2. True. Relationship building puts the client's needs first.
3. True. A good relationship builder has a network of mediators for when conflicts arise.
4. False. Information about your clients can be found within your company.
5. False. Only the feedback from your line manager is important.
6. False. Idle chat is not a good way to get to know your colleagues.

**II. Match the headings to the seven steps to becoming an effective relationship builder.**

A) 5 Network of contacts
B) 2 Review
C) 1 Plan
D) 4 Weekly goal
E) 6 Get feedback
F) 7 Small talk
G) 3 Teamwork

**III. In

Communicative Competence in English

Acquisition, Learning, and Teaching Methods

Communicative competence is the main objective in English language learning. It involves developing several subcompetences:

1. Linguistic: Understanding and using vocabulary, grammar, and syntax.
2. Strategic: Using techniques to overcome language gaps and modify text for audience and purpose. Acquiring conversational fluency.
3. Socio-linguistic: Having knowledge of the social rules of language, non-verbal behaviors, and cultural references.
4. Discourse: Understanding how ideas are connected through patterns of organization, cohesive, and transitional devices.

Block of Contents

1. Oral texts comprehension (Listening).
2. Oral texts production, expression, and interaction (Speaking).
3. Written

Samuel Johnson (1755): Dictionary of the English Language

Standardization of meaning of words and English spelling

Robert Lowth (1772): Short Introduction to English Grammar

Prescribed what correct grammar should be, based on Latin knowledge

Karl Ploetz: Grammar Translation Method

Learning language using example sentences, two grammar rules, and a list of vocabulary. Translation is emphasized.

Berlitz Method: Direct Method

Learning focuses on oral language, listening, and speaking. Imitation of native speakers is encouraged. Proficient teachers are required, and L1 is not used in classes.

Michael West: Reading Method

Learning through reading. Tests focus on frequent words, and complexity is decreased in tests.

Army Method (WWII): Audiolingualism

Based... Continue reading "A Comprehensive History of Language Learning Theories and Methods" »

T1- 2lang as comm; 2.1comm; 2.1.1def; 2.1.2elements in comm; 2.2lang; 2.2.1def; 2.2.2characteristics; 2.2.3components; 2.2.4funct; 3oral and written lang; 3.1oral lang; 3.1.1production skills; 3.1.2interactional skills; 3.1.3teaching of oral comm; 3.2written lang; 3.2.1teaching of written comm; 4features which define a comm situation; 4.1speech acts; 4.2context of situation; 4.3context of culture //

T2- 2comm; 2.1def. Comm vs lang; 2.2elements which take part in comm; 2.3types of comm; 2.3.1verbal comm; 2.3.2non-verbal comm; 2.3.3extralinguistic strategies: TPR; 2.3.4comm strategies; 3comm in the f.lang class in P.Ed; 3.1comm lang teaching; 3.2acquisition of the comm c; 3.3teacher's role; 3.4students' different learning styles //

T3 – 2development... Continue reading "Effective Communication in Language Teaching and Learning" »

1. Cognitive principles.

They relate mental and intellectual functions.

1. Automaticity

Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a unlimited number of language forms.

2. Meaningful learning

Meaningful learning will lead toward better long-term retention than rote learning.

3. Anticipation reward

Human beings are universally driven to act by the anticipation of some sort of rewards — tangible or intangible, short term or long term — as a result of the behaviour.

4. Intrinsic motivation

The most powerful rewards are those that are intrinsically motivated within the learner.

5. Strategic investment

Successful mastery of the second language will be due to a learner’s own personal

Legal References

LOMCE

O.L. 8/ 2013 (BOE)

RD1105/2014

(BOE)

Linguistics / Grammar

Recommended Texts

• CRYSTAL, D. (1997): The Cambridge Encyclopaedia of Language. Cambridge: Cambridge University Press.
• Quirk, R. and S. Greenbaum (1991): A University Grammar of English. London: Longman.
• Quirk, R. et al. (1985). A Comprehensive Grammar of the English Language. London: Longman.
• CHOMSKY, N: Syntactic Structures. The Hague. 1957.
• Leech, G. and Svartvick “A Communicative English” Longman 1979.
• Thompson, A. & Martinet, A1986. A Practical English Grammar. Oxford University Press.
• GREENBAUM, Sidney & QUIRK, Randolph: A Student’s Grammar of the English Language. Longman. 1990.
• HUDDLESTON, R.: Introduction to the Grammar of English. Cambridge University

Context

Context is understood as the extralinguistic circumstances that influence the linguistic form of an utterance. It is formed by all the ethnographic knowledge that is necessary to interpret the statement. It is something dynamic, and those who participate in a communicative exchange have to build it.

Dimensions

• Location
• Nonverbal behavior
• Language as context
• Extra-situational context

Levels

• Spatio-temporal: The environment in which the communication takes place.
• Situational: What happens around the speakers as they converse is also influential.
• Sociocultural: The social characteristics of the participants that determine the form and interpretation of a message.
• Cognitive: General knowledge of the world, as well as the intentions of a participant.

Transmedia Storytelling: Unfolding Across Multiple Platforms

Pros and Cons of Transmedia Storytelling

Shared Knowledge and Collaborative Processes