The
Internet is teeming with suggestions, instructions, and procedures for
how to speak fluent English. It’s overwhelming for learners and teachers
to try to make sense of it all. It’s
especially difficult to know if the source of information is a person
you can trust, someone with extensive knowledge and experience in
English language teaching. To
cut through the noise, I asked a number of the world’s leading language
learning experts for their opinions. These are people I have been
following, collaborating with, and learning from over the course of my
15-year career. 34 of them were kind enough to help me. I asked them to answer the following question in 140 or fewer characters. “What is the most important thing to achieve English fluency?” My
objectives were (1) to provide direct advice from a diverse group of
specialists in the field and (2) to create a short list of
recommendations based on the responses I received.
"Education is simply the soul of a
society as it passes from one generation to another."
- G.K. Chesterton
My hope is that teachers will make
learning personalized rather than standardized for everyone. My hope allowsto improve students’ creativity
and teachers increase that natural curiosity with
learners. Curiosity is the basis of innovation. Curiosity will power our
world to progress. My hope is that you charge the
power of technology in thoughtful and incredible ways. Applied science can
connect everyone, everywhere, at whatever time. We should use it to our advantage. I hope for everyone to be able to discover
the things you are passionate about. I also hope that
you have remarkable, encouraging educators and mentors who try groundbreaking
and wild teaching techniques to help you grow as a learner. My hope is you are ready for the challenges as well as the failure. Making mistakes
is a way to learn. It’s not
about the disaster; it’s how you respond
to the failure. And finally my
hope is that your school is different from most of the current
transactional learning models, where the
students are consumers of education. Lastly, I hopefor people to be just educational learners fitted in transformational learning approach with
opportunity for active, creative and profound
personal development. Education can take place anywhere and at anytime. It is not only about reading, writing,
and learning mathematical practices. Knowledge is wide-ranging. It’s breathing.
Learning is the future. “I am not a teacher, but an awakener.” ― Robert Frost Halina Ostańkowicz – Bazan July 2015
Well, computers can't really think,they don't emote,
they don't understand poetry,we don't really understand how they work.So what?Computers right now can do the thingsthat humans spend most
of their time being paid to do,so now's the time to start thinkingabout how we're going to adjust our
social structures and economic structuresto be aware of this new reality.
This is about how the current educational delivery approach, which has been used in
education since the industrial revolution, is failing students, in this,
the most exciting and dynamic time in human history.
Ken Robinson
clearly identifies how the currently used old world model fails to
solve the problems of the current and future world.
The MUST watch video.
As teachers, we base our instructional activities on many kinds of knowledge, including our own experience—not only as teachers but also as learners. Whether intentionally or not, we often teach as we taught last year (or five years ago) or as we were taught when we were students. And when we do try to teach in a different way, it may be because we were dissatisfied with our experiences—on either side of the teacher’s desk.
The
presentation is about how to communicate efficiently and the ways of improving
communication skills.
My
online activity inspired me to get reverting to my earlier research about
effective communication.
From
my view, connecting with the use of the Internet seems to be creating new
questions about the way people communicate.
I am working to present a theoretical backdrop to the
principles of the process of communication, as well as communications skills
models.
My approach is based on the well-known model of the functions
of language introduced byRoman
Jakobson. Although it is recognizable that Jakobson’s theory can be challenged
on numerous grounds from a theoretical perspective, I have always been linked
with his theoretical explanation of the purposes of linguistic communication.
“Jakobson and Halle’s initial statement of the principles of linguistic
organization should be made available to all future generations of linguists.
It builds a solid foundation for Saussurean thinking about linguisic
oppositions and establishes distinctive feature theory as the basis of their
formal treatment.”
Prof. Dr. William Labov, University of Pennsylvania,
Department of Linguistics
Along with Roman Jakobson’sfunctions of the language model, we can formulate some basic queries.
