Teaching English - Science topic

Hello, this is a post I found on LinkedIn, you may consider it:

1. **HigherEdJobs** (higheredjobs.com) - A comprehensive site for academic and university job postings across various disciplines.

2. **Chronicle of Higher Education** (chronicle.com) - The Chronicle offers a job board specifically for higher education positions, along with articles and resources related to academia.

3. **Academic Positions** (academicpositions.com) - This site lists academic job openings and has a wide range of categories, including faculty, research, and administrative positions.

4. **Inside Higher Ed** (insidehighered.com) - Similar to the Chronicle, Inside Higher Ed provides a job board for academic positions and offers news and insights about higher education.

5. **LinkedIn** (linkedin.com) - While not exclusively for academic jobs, LinkedIn has a robust job search feature and allows you to network with professionals in academia.

6. **Jobs.ac.uk** (jobs.ac.uk) - A UK-based site that specializes in academic jobs, this site features a wide range of positions in higher education.

7. **Science Careers** (sciencemag.org/careers) - Part of the American Association for the Advancement of Science, this site focuses on jobs in the sciences and academic research.

8. **Academic Jobs Online** (academicjobsonline.com) - This platform allows you to apply for academic jobs directly and is used by many universities to manage job applications.

9. **National Postdoctoral Association** (postdocjobs.com) - A great resource specifically for postdoctoral positions in various research fields.

10. **ResearchGate** (researchgate.net) - While primarily a networking site for researchers, it also has job postings relevant to academic and research positions.

11. https://sciprofiles.com/jobs

Dear Mustafa Polat ,

To adapt authentic materials for learners, simplify the language, adjust the complexity of tasks, provide context and support (like glossaries or visuals), and scaffold activities to match the learners' proficiency level. Break down complex texts, focus on key vocabulary, and ensure materials are engaging and relevant to the learners' needs and interests.

Best,

Zylfije Tahiri

Dear Salama Saif Al-Siyabi ,

Integrating religious stories in teaching English as a foreign language can be highly effective. These stories offer rich cultural content that helps students understand context, vocabulary, and grammar in meaningful ways. Religious narratives often include moral lessons, historical contexts, and diverse linguistic structures, which can enhance comprehension and stimulate discussions. Moreover, they provide opportunities for students to engage with language through storytelling, a technique that promotes retention and fluency. However, it's important to ensure that the stories are culturally sensitive and appropriate for the students’ backgrounds to avoid misunderstandings.

Best,

Zylfije Tahiri

Gagan Mahrolia

You wrote: "Now a days nobody wants to correct the typos because everybody is quite comfortable to typos" (I'll resist correcting your answer!)

As a referee for some humanities journals, I sure don't want to spend time correcting typos. If there are too many typos or grammatical infelicities I'll just refer the matter back to the editor, who will decide whether to reject the article or ask the author to resubmit after having the article proofed. Unfortunately not all journals have the staff or resources to thoroughly screen articles before sending them to referees. I have noticed some journals that do publish articles riddled with typos; such journals are no credit to their editors and authors and are not considered respectable.

Hello, have a look at these documents / papers:

Good luck!

A well-known technique in Cognitive Psychology is Pattern Recognition which can be used to teach students at this level. The teacher tries to create some new patterns - phonetic and visual patterns - in the minds of the learners. It all depends on the teacher's qualifications and experience.

There are several reasons:

Historical and Cultural Factors:

-Traditional focus on close reading and critical analysis: Literature study has historically emphasized close reading of texts, textual analysis, and development of critical thinking skills. Integrating technology can feel like a digression from these core values.

-Concern about "dumbing down" literature: Some fear that relying on technology could lead to superficial engagement with texts and a loss of appreciation for the richness and complexity of literature.

-Perception of technology as incompatible with literary experience: Literature is often seen as an inherently human and contemplative activity, potentially at odds with the perceived superficiality or distractions of technology.

Practical Challenges:

- Lack of training and resources: Many literature teachers may not have adequate training or experience in using technology effectively for teaching. Additionally, schools may not have enough funds or devices to support widespread technology integration.

- Difficulty finding appropriate tools: The sheer variety and rapidly evolving nature of educational technology can make it challenging to find tools that are specifically designed for and well-suited to teaching literature.

- Assessment concerns: Integrating technology can raise new questions about student assessment and evaluation. Ensuring that technology use enhances, rather than undermines, understanding and critical thinking can be a challenge.

Hello, the same question has been posted here:

https://www.researchgate.net/post/I_hope_all_are_fine_What_are_the_current_interesting_topics_that_involve_English_as_a_second_language_learning?isAnswerFieldFocused=true

You may follow the answers there...

For me, I worked on the L2 acquisition for autistic children in the light of Chomsky's innateness versus the interactionist theory; verbosity vs selective mutism is another aspect, or the language acquisition via different, sometimes unconventional modalities (written format), anyway it is a very rich and dense topic, good luck.

Hello!

If you have access to corpora (both in the L1 and in the target language - English) you can use the word or word-stem and run a concordance search for the word in question: this should demonstrate how these items are different in current use in the two languages.

I associate with your idea but care should be taken so that the objectives of the lesson can be achieved.

Thank you, colleagues

Dear Colleague,

This is a good question!

Since the test is about teaching English as a Foreign Language with the content of the intervention is "just" polite requesting. Attention should be attached to the following two aspects:

(1) Test items type: Is it a test of multiple choice questions or short answer questions? If it is an objective test of 20 or 30 multiple choice questions, the interval may be longer, say, two weeks or so. If it is a test of short answer questions or an essay question, the interval may be shortened to one week;

(2) Test effect

If test effect is put into consideration, the time interval btw pre- and post-test should be no more than 3 days. The reason is simple: during those three days, the general proficiency of the students, statistically, will not have significant changes.

There is no harm if you share part of your project. Still, you should work on the publication of your findings in an open access journal in such a way as to get more feedback about your work.

Good luck

You can include them either as a variable or control group if your work depends certain groups that are used in the analysis

17 January MMXXIII

Tell them that studying any language improves their interest in life and makes them better prospects for job opportunities. Try it, at least.

Look for other Chinese people who learned English, and tell them if they want to have a happier life they have to learn languages.

ASJ

Can you turn this reality into an advantage for your research.

The lack of previous study of CPD for College teachers surely has the potential to make your research all the more interesting...

When you say you are 'working on' CPD, what are you actually focussing on, and why? eg: are you interested in

Can the answers to such Qs help steer your literature review?

I use students' funds of knowledge in classroom, specially in my writing classroom. For example, I try to embed their knowledge, interests, and expertise into their assignments.

Hi, Yibeltal!

As a research like that takes time and forces us to study hard to produce, why not considering to choose a topic that will help you in your professional life? Thus, think about what is really relevant to you! Good luck!

The approaches you mention are methods of teaching, but the underlying theory is (or should be) student-centered active learning. This well-established theory is the understanding that students learn better when DOING learning tasks actively. They do not learn deeply from lecture, although lecture may have a role in introducing the active learning tasks they will perform. It is the active learning that "connects the dots" to fit new information in with what they already know and allow the students to retain the new knowledge or skills and use them going forward.

This peer-reviewed article is focused on Computer Assisted Language Learning, but may help give you ideas about broader instructional design.

MY dear

According to my point of view and in relation to the Iraqi situation

maybe no more than 30 percent

warm regards

On another note, Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is hot off the press. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:

Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen don.nilsen@asu.edu alleen.nilsen@asu.edu .

Language and culture are two inseparable entities. Therefore, language learning is at once cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must, such recognition then cultivated an awareness in foreign language teaching experts that language and culture are inseparable

Online or distance teaching has its implications on learners. One of the direct consequences of distance learning is the type of educational platform an institution adopts and uses. Features of these platforms determine which skill is prevalent and more rapid in use. I have found interactive oral skills to be most affected followed by writing and then reading. Students listen most of the time while attending online classes with less willingness/chances to interact verbally.

Thanks a lot @ Nancy Ann Watanabe. I really appreciate it. Thanks for your response and the details with the table of contents.

It depends on your research question, the validity of the methods you will use and how you present your paper. These are the areas that will make a difference.

Estimados colegas

Quiero compartir con Uds. la disposición de una traducción completa de la Suma Contra los Gentiles de Santo Tomás de Aquino que puede interesarles a los hispano hablantes.

I do prefer google classroom and google meet as well.

Indeed I do. I teach radio broadcasting, which is about communicating verbally (without any visual cues). The ability to speak well and express oneself clearly is certainly a skill to be learned. Some people may be better at it than others without training, but everyone can improve.

The way to learn is to use the language and speak often, and then to self-critique.

Following.

I just found this discussion and I think it is quite interesting. I find trying to decide which way to move forward and which course of action to choose to be an issue even if you are quite aware of the CELTA/DELTA option.

I got my CELTA in 2014, have been teaching EFL before that in various settings and the last couple of years I teach EAP pre-sessional courses.

I was strongly considering taking a BALEAP suggested PgCert TEAP, as I thought that this would be very specific and it would enhance my CV, possibly helping me to get an in-sessional support job as well.

Upon asking a couple of academics, I was pretty much told that golden standard would be a DELTA and that this would be what universities are looking for.

Not having a DELTA, I cannot really comment on the ways in which it can make you a better teacher. However, for someone interested solely in EAP, who has 6years post CELTA teaching practice under their belt, shouldn't a PgCert / PgDip / MA in TESOL/ TEAP matter more? I understand that there is a specialisation module in DELTA where one could possible choose EAP, but I somehow feel a university course would be more in depth in any case.

I was also informed about an MA TESOL course with integrated DELTA. Even if this sounds like a great idea, I feel it would be too challenging.

Regarding being able to teach with an MA TESOL in China, it doesn't surprise me. I know people that managed to land a primary job in China with a random online 100hour TESOL certificate (not a CELTA). My Chinese students have told me that western people and especially BANNAS nationals get way more chances there. However I feel China cannot be an example, as for instance I would not be inclined to move there. I would be more concerned about what teaching opportunities a certain course gives me in my area, Europe.

I would love to hear your thoughts on this.

tnx alot.

i'll check this out.

It should be an original topic where the relationship between the variables has never been tackled. For example:

The influence of online cross-cultural interaction on enriching vocabulary.

Cross-cultural rhetoric is one area of scholarship in ESL/EFL scholarship. It is also called "contrastive" rhetoric.

Thank you very much and for your responses. Gen Z are in our classrooms right now, so I've used the wrong generation name in the question. Thank you for pointing this out.

Could you give us a working definition of 21st century skills?

yes, it can help at a considerable degree. I recommend using CALL programs as Pronunciation Power, it is very effective in the teaching of vowels and consonants for foreign learners as it demonstrates the lips movements, the tongue articulation and the jaw shape ( place and manner of articulation).

Fully agree with Tyrone Bishop, it is not an easy question to answer. Methods of teaching may vary significantly, depending on the age, level of proficiency, aims and needs of learners. If you teach children, games and activities can help a lot. If you teach business people, the communicative approach can help them develop their speaking skills as, most probably, they need to be able to communicate successfully. If you teach academic students who need to be able to write decent essays and assignments, the task-based approach and some other methods can give them the chance to improve their grammar and writing skills. What works best, in my opinion, is to know your students, their needs, aims and reasons for learning English as L2 and based on that, to tailor their syllabus and materials accordingly, so that you can meet most of their needs and expectations, and you can help them be successful in their learning. Just like there isn't ONE perfect textbook to teach English to everyone, there isn't one perfect method or approach of teaching which works equally well for all the learners.

Hope this helps.

I suggest qualitative research , as for the collection data ,I suggest interviews and observation since your topic is related to the use of punctuality in English writing.

Pop culture and humor. If you are familiar with the English culture of a society and its humor, teaching English becomes enjoyable and fun

Everything you need to know is in Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. New York: Guilford Press. It's my favourite for all time. Required reading for all my supervisees. Get a copy now, also of W. Paul Vogt's other books.

On p. 149, you'll find that "20 to 40 interviewees is a normal range" but also, that the sampling size depends on (1) population you're interested in and (2) the type of research question. That's why bigger is not always better (as it is in surveys).

Hello Manal Alabsy,

Are the students adults or children? If you can provide more information about your students, maybe other researchers or teachers on ResearchGate can assist in providing suitable materials appropriate for your students. Here is a good instructional video that could be used to teach the students phonemes and provide additional ideas for teaching the English phonemes:

This video contains the phonemes with the speaker's face shown on the screen. This can help the students through mimicry and make it easier for students to follow the teacher as they pronounce the English phonemes.

Hope this helps a little bit!

Focussing on the school system, I believe that moral values can be taught transversally throughout a school curriculum. However, although we should avoid the worst excesses of cultural/moral relativism, care should obviously be taken to respect cultural differences and to avoid indoctrination. With regard to English teaching, we should be careful not to force the world view of the dominant anglophone countries onto others.

What is your question about critical thinking?

Research questions are broader than hypotheses, which should be written in the form of relationships between variables that can be statistically tested. Hence, hypotheses would only be appropriate for the quantitative portion of a mixed methods project.

There are many sites that you can visit to develop your language. ' Fluentland is one of them, in addition, to British council sites, etc.Just google the topic you need to learn and you will find so many results.

I teach English and language awareness i.e., not only one English but Englishes especially the varieties they speak and/or need to learn, so not necessarily British or American English but International English, the one spoken and understood by the nonnative speakers (EFL/ESL). World Englishes proponents & supporters respect all varieties.

I don't think that a phonetics-based approach in an EFL/ESL context is desirable; in fact, it is counter-intuitive. Dividing the linguistic levels into phonetics, morphology, syntax, semantics, and pragmatics is a pedagogic convenience and convention in education and research. When we communicate, we do it at all linguistic levels. True, we may sometimes focus on a particular level such as when we emphasize a particular sound of English (e.g. I said bear not beer). Many EFL departments of English worldwide do include a subject called phonetics on their syllabus to refine students' pronunciation and fine-tune the subtle differences in meaning when sounds are changed.

You should NOT pick the app first.

Plan your lessons and learning activities and THEN decide which technology has the affordances to accomplish what you need.

Details here:

The L1 of the speaker can affect negatively or positively the learning of the L2. This effect depends on the differences/commonalities between the two languages. For example, we often observe transferred forms from one language to another, which are not valid in the L2. However, common structures between the languages can enhance the L2 learning. Usually, teachers focus on these differences/commonalities in order for the students to be able to learn the L2 properly.

Dear all ,

Sorry for not answering for so long!

1) Norman, they do have research groups. But I wish I could make an international research and, as an english language teacher, I work at the chair of liguistics, so they mostly do research in philology.

2) Jorge and Hassan, I want to offer you to continue discussion either on Facebook, or through email. Could you contact me to confirm what option will be suitable for you!

Kind regards,

Kate

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Add your articles and books there.

I think if like articles there would be a call for special projects, it may work. Moreover the needed projects should be supported financially. Supervisors also could direct their students to do the needed research topics for their theses. I hope it would be useful.

Hi,

Not sure about GTM per se, but translation itself as a pedagogical resource is gaining interest as a result of the interest in diversity in EFL. See Guy Cook's book "Translation in Language Teaching" (and his more recent work on "own language use"), as well as Wei and Garcia's 2013 book "Translanguaging". I've also written about this -

Pair work but mostly Group work is ideal in this scenario. Let say we have a class of 60 students, one can divide them into six groups and assign a group leader for each group who would be responsible for the participation of his/her group members. Then we can assign the group a variety of activities, for instance, group discussions. The type of topic can range form academic to social topics.

Regards

Hi Uththara,

As a university EFL teacher and administrator interested in making data-driven decisions for our programs, I value any teacher who takes an interest in helping to establish best practices through various forms of primary and secondary research. There are many dominating practices that really have very little empirical support from research and many teachers who only care about the craft of material development. We need teachers who can both research and develop excellent materials who say, "While I am The Brain, I very much appreciate my colleague, The Hand," rather than those who say, "I am The Hand, and I certainly do not need The Brain," which, while sounding absurd, is an everyday reality in the EFL teaching industry.

In and of themselves, exit slips have value as a reflective piece for students. However, they are most useful as a tool to informally assess your in a formative way especially if you have the stamina to read through them all and give thoughtful feedback. You might consider creating a rubric that contains both the writing skills that you wish to reinforce and the content criteria that will guide students to demonstrate their understanding. Using the exit slips at the beginning of the next lesson is an excellent method of activating prior knowledge. The answer to your question is yes as long as you thoughtfully prepare for exit slips based on the lesson objectives, create and share with your students the evaluation criteria, and give timely and meaningful feedback.

I recommend the opinion of Dr. Reza Biria and Dr Ali Bahadoran Baghbaderani in this context

I'm sorry but communication without understanding is not communication, so I do not understand your point.

There exists a large body of literature on contrastive/intercultural rhetoric that, I believe, will be helpful. Whether you do or don't speak the native language of your students, it helps to be aware of the likely challenges in their Academic English due to the Chinese-English differences not only in the grammar, but also in the rhetorical patterns, punctuation, citation practices, etc. I may be biased though, as a linguist. ;)

My suggestions would include:

1. Incorporating authentic materials

2. Using digital storytelling in the classroom

I'd recommend looking on the IRIS database.

IRIS is a free "digital depository of instruments and materials for research into second languages". It allows research to be transparent and replicable, you can view and download questionnaires that have been used in previous research. Best of luck with your new job!

Hello! Have you ever tried https://storybird.com/? It's a very inspiring platform where you can write visual stories in seconds.

Hello Lorena Mariel Godoy,

The following links may hopefully provide you with certain clues about your research.

Best of luck,

R. Biria

Hello Samantha Applewhite,

Notably, Pre- Sessional English programs (PSE) are preparatory courses accredited by the British Council whose main objective is to satisfy the language needs of non native speakers who intend to  pursue an educational program in an English speaking country like England. As  an academic English language and study skills program, PSE prepares the targeted students linguistically and culturally for  future degree studies and helps them settle into university life without encountering serious communication problems.If I am not mistaken about the acronym, then the program is like any other pre-study course serving as English for academic purposes (EAP). These courses consider several important variables.

1) a thorough analysis of the targeted learners' needs,

2) selection of the related content and its gradation,,

3) choosing activities, exercises and tasks for presenting the content,and

4) deciding on forms of assessment and evaluation.

Best of luck,

R. Biria

It sounds interesting, but it's too late for me.  I'll look for next year. :)

I have been teaching as a university instructor for 15 years, In my humble experience I always try to engage introvert students in daily class oral quizzes, order them to prepare a data show and present them to their colleagues, and encourage them all the time. 

Have a look at REF-N-WRITE scientific paper writing tool. This tool allows you to import text from previous papers relevant to the subject area in MS word. While you are writing your paper, you can just search for similar statements from other authors and inherit their vocabulary and language to improve your paper. It also comes with a library of academic phrases that you can readily use to polish your paper. Here is the link for the site.

They have some nice tutorials here.

Discussion means sharing of knowledge.

Debating means looking from various view points.

Argument means defending ones position, come what may.

In Technological inter-operability applications

Multi-lingualism - is the presence of a more number of languages on the networks,

with the evolution of the techniques and standard

Pluri-lingualism  - is the possibility

This tasks in the coming years will avoid the appearance of linguistic and cultural ghettos.

Dear Bernardo, my interest slants more towards technology-enhanced teaching and learning. I embed four links that may be of interest. Good luck!

Dear Katalin Fenyvesi:

you have certainly introduced an insightful issue. I think the following links may helpful.

Best regards,

R. Biria

Dear Sandamali,

As the question shows, you need to have a questionnaire for your research. I believe that prefabricated, already existing questionnaires,  may not serve your purpose due to problems of validity and reliability. As a consequence, you can prepare your own questionnaire by following appropriate steps. The book by Zoltan Dornyei (2003)  on how to construct questionnaires can really be helpful.

Best regards,

R. Biria 

Dear Abdulaziz Assanosi,

Measuring the order of morpheme acquisition enjoys a long history. To answer your question, I would like to refer you to a scholarly article by Rosansky, E.J. named: "Methods and Morphemes in Second Language Acquistion Research" whose full text is available  on ERIC.

Good Luck.

Best regards,

R. Biria 

Hi