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Leccioncitas Prácticas en Español Texto para Niños en la Escuela PrimariaUranga, Louis V. 06 1900 (has links)
This group of lessons is intended to help the child who does not speak Spanish to learn the language. The text is based on the interests of a child; in his dramatic attempts; in his love of the beautiful and the natural. It is not entirely complete, but the author hopes that it serves to give an idea how these materials can be used.
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Incorporating cooperative learning in Taiwan English as a foreign language (EFL) classroomsChien, Ya Chen 01 January 2004 (has links)
No description available.
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A Multi-site analysis of administrative perspectives regarding best educational practices impacting Hispanic LEP students in the public high schoolsMoll, Robert 01 April 2003 (has links)
No description available.
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A case study of a community college teacher : the relationship of her personal practical theories to her teaching practiceLazarus, Kathleen 01 October 2002 (has links)
No description available.
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Material for Conversation in Spanish at the High School LevelLee, Louise Cleveland 06 1900 (has links)
This thesis consists of material for conversation in Spanish at the high school level.
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An Evaluation of the Theory, Method, and Content of Latin in the Public Schools from 1900 to 1940Spencer, Anne 08 1900 (has links)
The purpose of this study is to make a survey of the changes that have been made in teaching Latin from 1900 to 1940. Such a survey, it is felt, may present the matter in a more forceful light and call attention anew to some of the inherent values of Latin not found in any other subject.
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Integrating language and literature in English studies : a case study of the English 100 course at the University of North WestButler, Ian 11 1900 (has links)
This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme.
The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance.
The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims.
The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice.
The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts. / English Studies / D.Litt. et Phil.
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The acquisition of English subject-verb agreement by Cantonese speakers羅美嫻, Law, Mei-han, Crystal. January 2005 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts
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The practicability of a function-based core module for adult E.F.L. learners in Hong KongBarnes, Muriel Dorothy. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
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Speech and the teacher: a rationale for the development of a speech training component within the teacher trainingprogramme at the University of Hong KongCameron, Penelope. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
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