#Opportunities in ESOL Teaching

[thisisgraeme]

Empowering Success: Transformative Foundations of ESOL Teaching for Tertiary Educators in Aotearoa NZ – Part 1

xplore the foundations of ESOL teaching in this comprehensive course module. Learn about second language acquisition principles, cultural diversity, challenges, and integrating first languages. Enhance your teaching practice today.

I’m writing a series of modules on the foundations of teaching English to Speakers of Other Languages (ESOL). This is long overdue as I was an ESOL teacher for many years, but it feels good to be looking at this content again with fresh eyes. I have roughly six chunks planned which I will draft and post here like I normally do with new content: Introduction to ESOL Teaching (this…

[librarycards]

man just thinking about that socialist state job poll....it would be so fucking amazing to be able to teach adult literacy / ESOL courses alongside the specific academic courses i've developed, supporting adults early in the english/reading process has been so rewarding and such a good fit when i've gotten the opportunity to do it

[internationaleducationcentreedu]

In-Person English Classes in Boston: A Guide to Language Learning Opportunities

Boston, known for its rich history, academic prestige, and diverse population, is an ideal city for anyone looking to learn or improve their English language skills. Whether you're a newcomer to the United States, an international student, or simply looking to polish your language abilities, in-person English classes in Boston offer a range of options that cater to different needs and proficiency levels. From community centers to universities, there are many places where you can engage with qualified instructors and fellow learners to help you achieve fluency.

Why Choose In-Person English Classes in Boston?

While online language learning platforms have gained popularity, in-person English classes offer benefits that virtual learning cannot replicate. Face-to-face interaction with teachers and classmates allows for real-time feedback, an engaging learning environment, and better opportunities to practice speaking and listening skills. In-person classes also provide immersion opportunities, which are essential for mastering any language. Boston’s multicultural atmosphere, with a significant immigrant population, makes it an ideal location for language learners to practice English both inside and outside of the classroom.

Types of In-Person English Classes in Boston

1. English as a Second Language (ESL) Programs

For non-native speakers, ESL programs are the most common route to improving English proficiency. Numerous schools and community organizations in Boston offer these programs, designed to teach English in a supportive, structured environment.

Boston University’s Center for English Language and Orientation Programs (CELOP): This well-known program offers intensive English language courses tailored to university-bound students and professionals. With different levels of instruction, from beginner to advanced, CELOP’s in-person classes focus on improving speaking, reading, writing, and listening skills.

The International Institute of New England (IINE): IINE provides a range of ESL programs specifically designed for immigrants and refugees. Classes are offered at various proficiency levels and are often free or offered at a low cost. IINE’s programs also include cultural orientation, helping learners adapt to life in the U.S. while improving their English.

English for New Bostonians (ENB): A collaborative effort to support English language learners, ENB partners with local community organizations to offer ESL classes across the city. These programs are often geared towards immigrants and offer flexible scheduling to accommodate work and family life.

2. Adult Education Centers

Boston offers several adult education programs aimed at improving English proficiency for adult learners. These classes typically cater to individuals who may be working full-time, raising families, or attending school. Many of these programs are affordable or even free, making them accessible to a broad audience.

The Boston Adult Learning Center (BALC): BALC offers English language classes for adult learners. Programs range from beginner-level English to advanced academic English for individuals aiming to attend college or advance in their careers. These classes focus on practical language skills, including reading comprehension, writing, and conversational English.

The Hyde Square Task Force (HSTF): HSTF’s English for Speakers of Other Languages (ESOL) classes cater specifically to the Latino immigrant community in Boston. These classes provide a combination of academic English skills and real-world applications to help students navigate life in the U.S.

3. Language Schools and Private Tutoring

In addition to public programs, Boston is home to several language schools and private tutors offering in-person English classes. These options often provide smaller class sizes and more personalized instruction. Many schools also offer specialized courses, such as English for business or conversation-focused lessons.

The Boston Language Institute: One of the oldest language schools in Boston, the Boston Language Institute offers comprehensive English courses for students at every level. They provide customized lessons based on students’ needs, including grammar, business English, and pronunciation improvement.

Private Tutoring: Many language instructors in Boston offer one-on-one tutoring sessions that can be customized to the learner's needs. Whether you need extra help with grammar, writing, or conversation practice, private tutors offer a flexible and personalized way to learn English.

4. Community Programs and Conversation Circles

Learning English in Boston isn’t limited to formal classrooms. There are several community-based programs and conversation circles where learners can practice their English in informal, low-pressure settings.

The Boston Public Library (BPL): The BPL offers free English conversation groups and workshops that are open to all residents. These informal classes provide learners with a chance to practice speaking English with others while gaining confidence in their language skills. Many libraries in Boston also offer ESL classes and events designed to help learners improve their English fluency.

Conversation Partners Program: This community-driven initiative pairs English language learners with native English speakers for informal conversation practice. These one-on-one sessions are often held in public spaces like parks or cafes, offering a relaxed environment to practice speaking and listening.

Benefits of In-Person English Classes in Boston

Interactive Learning: In-person classes promote active engagement with instructors and peers, allowing for immediate feedback and interaction.

Cultural Immersion: Boston's diverse community offers language learners a chance to practice English in real-world situations. This exposure accelerates learning and helps with vocabulary building and cultural understanding.

Networking Opportunities: Learning English in Boston allows individuals to build professional and social networks, especially in industries where fluency in English is essential.

Boston is a fantastic place for learning English, with a wide range of in-person classes available to suit different needs and schedules. Whether you're looking for intensive ESL programs, casual conversation groups, or private tutoring, Boston offers numerous opportunities to enhance your English skills in a dynamic and diverse setting. By taking advantage of these in-person language classes, you’ll not only improve your English fluency but also gain deeper insights into the culture and community around you. So, step into a class today and begin your journey to mastering English!

[mathslear]

5 Positive Impacts of ESOL Programmes – with BYITC Courses

ESOL, which stands for English for Speakers of Other Languages, is a term commonly used in the realm of teaching and learning English. ESOL programmes are designed for non-native English speakers residing in English-speaking countries. These programmes help individuals achieve the necessary English skills for employment, education, and social inclusion.

ESOL is commonly used in English-speaking countries where individuals from non-English-speaking backgrounds reside. The primary objective for ESOL learners is to acquire the language skills necessary for work, study, and daily life in their new environment.

ESOL programmes are important for kids because they help them succeed academically by mastering English language skills crucial for subjects such as reading, comprehension, understanding instructions, maths, and many more. It also supports social integration by improving communication with peers and teachers.

Book Your Free Trial Today!

https://supermathsapp.com/home/register

Exploring the Benefits of ESOL Programmes:

Here are some key aspects of the significance of such programmes for ESOL learners:

1. Language Proficiency and Communication Skills:

ESOL programmes support kids in developing their English language skills, which are essential for effective communication in everyday life and academic settings. Through these programmes, children learn vocabulary, grammar, pronunciation, and conversational abilities, allowing them to express themselves with increased confidence and accuracy as they interact with others.

2. Integration and Social Interaction:

ESOL classes provide a welcoming environment where ESOL learners from various backgrounds gather together. These interactions promote a sense of community and inclusion. Kids establish connections, exchange experiences, and gain insights into different cultures, which helps them integrate socially and feel a sense of belonging.

3. Psychological Support and Well-Being:

ESOL Programmes offer emotional support to learners adjusting to a new country. Transitioning to a different environment can be daunting, and a nurturing setting helps alleviate stress and anxiety. Students experience greater connection and reduced isolation, which contributes positively to their mental health and well-being.

4. Employability and Future Economic Opportunities

Being proficient in English expands future job possibilities for kids. Numerous careers demand English language skills, and ESOL Programmes provide children with the necessary tools to succeed. Strengthened language abilities boost their employability, increase job opportunities, and support upward advancement in their careers.

5. Cognitive Benefits

Bilingualism offers cognitive benefits for kids. ESOL learners develop strong thinking skills, logical reasoning, and decision-making abilities as they learn and use multiple languages.

Integrating engaging and enjoyable learning methods is an excellent way to educate non-native English speakers, especially kids is the need of the hour. The English Programme for Kids at BYITC specialises in developing creative approaches to teaching English that are fun and interactive through game- based learning. The classes are designed to cater to young learners ensuring that everyone can benefit from effective and enjoyable learning materials tailored to their needs. Explore our Fun English Course classes to discover more about how ESOL Programmes can be both educational and entertaining, with a focus on game-based learning offered by BYITC.

Originally Published at:

https://supermaths.co.uk/5-positive-impacts-of-esol-programmes-with-byitc-courses/

[education30and40blog]

Amazing AI tool for language teachers & students #AI #languagelearning

loadYouTubePlayer('yt_video_k_CkFkK5vW4_mwu1Pm@zuNExFDHy');

#AI #artificialintelligence #teachenglish #efl #elt #iatefl #tefl #esol #tesol Camtasia Complete Course -Playlist: https://www.youtube.com/playlist?list=PLqYj2sOxDkVwgVrOdhpmUc-oOAUiyyzbk Download and Test Camtasia https://techsmith.z6rjha.net/MXPagn Use code RUSSELL10 for extra discount ( apply when you pay) Buy Camtasia with a excellent discount ( Educational Discount) https://techsmith.z6rjha.net/GmnJ3L Buy Camtasia Commercial Version https://techsmith.z6rjha.net/jWNKV6 Sign up to my newsletter and get updated with all the latest videos https://forms.aweber.com/form/61/763053361.htm Link from the video: REE Pronunciation Tool for Language Learning https://youtu.be/E0SoLKMitN8 00:00 AI tool for language teachers and students 02:13 Camtasia Video Editing Tool 02:36 ai.invideo.io - get an account 03:23 A video example 04:39 Make a video 09:33 Video Editing 12:40 Thanks for watching This video focuses on the use of text to video AI technologies. The one that we're going to focus on in this video is called in video and it is one of the most impressive text AI technologies that I've come across. This has two particularly major impacts on teaching and learning. Firstly, teachers can use this tool to make content. They can think of any topic they want to make content on. They can write a nice clear description of exactly what they want in the technology in the video, and then they can paste that in and in video will produce the resulting video. They can choose how long the video is going to be, they can choose the style of the video and the resulting video will include visuals and commentary. The teacher is even able to choose the voice. Now the interesting thing about this technology is that after the video has been created, it's also possible to edit both the transcript as well as any of the images that are used in the video. So this technology has massive potential for teachers who need to produce interesting learning content for using in their class with their students. The results from the videos are pretty amazing and the tool is also FREE at the moment. You can even download the resulting videos. This technology can also be used by students. Teachers can organise lessons where the students think of a topic, they think of the vocabulary they need for that topic. They then prepare the description in as much detail as possible, and they can use up to 3000 characters. They can then copy that text, paste it in to the tetechnology and produce a resulting video, which they can then present to the rest of the class. However, it's also possible for students to do post editing work on the video. They can look at the transcript look at the images and make small edits to improve the quality of the video. I see massive potential for using this technology in the classroom with the students both from the point of the teacher and the student. It genereates lots of language learning opportunities. What perhaps is more amazing is that this video technology is free. And in fact, if you sign up and use it in video.to.ai At the moment, you can use this completely for free with your students. This video that I've made here goes through in detail exactly all the things that you need to know if you want to try out and work with in video for the first time

[kellypeters231]

How to Teach English Courses in St Petersburg

Лучшие курсы английского языка предлагают разнообразие программ (для работы, путешествий, экзаменов), выбор преподавателя, носитель языка, ознакомительные занятия. обучение английскому языку в школе Learning Group 

Located in the vibrant city of St. Petersburg, this language school offers a variety of courses to students of all ages and ability levels. It is located in the Petrogradsky district of the city and is within walking distance to cafes, restaurants, shops, museums and many other attractions.

The first week of classes should be a time for you to get to know your students and explain how the class will work. You can do this by meeting your students individually or, if possible, arranging an intake day where you can meet all of your students at once.

This will give you an opportunity to answer any questions your students may have and, more importantly, allow you to see if any problems can be resolved quickly. You can also use this opportunity to show students your teaching style and talk about the different activities that will be used in the classroom.

As you learn about each student, be sure to take note of their strengths and weaknesses and make a plan for how to help them reach their potential. This will ensure that they have the best possible chance of success in your class.

If there are any particular skills that they lack, you can focus on those areas during the first few weeks of classes. For example, if they are weak in reading comprehension, you can teach them how to read short stories and other fiction. If they are weak in writing, you can work on the basics of grammar and sentence construction.

In addition, you can also use this time to work with your students on their pronunciation skills, if they have them. This will help them to become more fluent in their English.

Another way to improve your student’s communication skills is through online language learning. There are a lot of free online English lessons that can be accessed by anyone, anywhere in the world. The lessons are based on the Common European Framework for languages and are taught by native speakers.

The best thing about these courses is that you can learn from a qualified teacher and learn the language at your own pace. If you have any doubts, you can ask your tutor to review the lesson and re-teach it to you if you are not satisfied.

There are many different types of English courses, and you can choose the one that is most suitable for your needs. You can opt for a course that is focused on grammar, or one that is more conversational. You can even opt for a course that focuses on the business world.

You can also choose a program that is designed specifically for ELs or heritage language learners. These programs typically serve a smaller number of students and are more flexible than traditional English as a Second Language (ESOL) classes.

The main goal of this type of class is to teach ELs English while providing them with instruction in their L1 or partner language. The class is usually a mix of students from diverse backgrounds, and the ELs are paired with a native-speaking instructor who will help them to develop their English language skills and their understanding of the L1 they are learning.

[profejhon]

Hola! Hi! Salut!

It is a new opportunity to learn, study, review or enjoy a second language. What a purpose! My project, @ProfeJhonLanguages on instagram, wants to provide you with learning / studying / reviewing materials on #Spanish #English and #French languages. I want to make these languages easy, useful and enjoyable. Before starting, let’s consider that 1. I do not like “rules” term, thus I will use “patterns” instead. Why? I am not looking for memorizing “rules”, what I want is to help you understand and identify language patterns that are similar to or differ from your native language.

2. Getting wrong is a moment to wonder why something does not work that way and to encourage yourself to go beyond.

3. Memorizing a list is not learning. Wondering why something is that way, making sense, it helps you understand your target language.

4. I do not believe in tests. However, you need to pass them. Therefore, I will teach you how to go through language test, I will show you what is expected from you and how to determine the appropriate choice in responses.

5. Check my short bio on http://profejhonlanguages.tk/. Since webpage is under construction, you should #follow me #ProfeJhon to get updates directly on your feed. 

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[marketreportss]

K-12 International Schools: Up-and-Coming Technologies

Global K-12 International Schools Market Outlook

“According to this latest study, the growth in the K-12 International Schools market will change significantly from the previous year. Over the next six years, K-12 International Schools will register a CAGR in terms of revenue, and the global market size will reach USD in millions by 2028.”

K-12 International Schools Market applies the most effective of each primary and secondary analysis to weigh upon the competitive landscape and also the outstanding market players expected to dominate K-12 International Schools Market place for the forecast 2022-2028.

K-12 International Schools Market Insights:

A K-12 international school is a K-12 (spoken as "k twelve", "k through twelve", or "k to twelve"), from kindergarten to 12th grade school that promotes international education, in an international environment, either by adopting a curriculum such as that of the International Baccalaureate, Edexcel, Cambridge Assessment International Education or International Primary Curriculum, or by following a national curriculum different from that of the school's country of residence. The most common international schools represent Education in the United Kingdom, Education in the United States or are based on curricula specially designed for international schools such as the International General Certificate of Secondary Education or the IB Diploma Programme. These international curricula are committed to internationalism, developing the global citizen, providing an environment for optimal learning, and teaching in an international setting that fosters understanding, independence, interdependence, and cooperation. Like other schools, international schools teach language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology.

Request a Free Sample of K-12 International Schools Market Report:

https://introspectivemarketresearch.com/request/14447

The global K-12 International Schools market provides qualitative and quantitative information on growth rate, market segmentation, market size, future trends and regional prospects. The research study represents a modern perspective aimed at securing the future potential of the K-12 International Schools market. This report analyzes and evaluates the latest prospects for the new retail space, as well as the general and future market performance of Covid-19. In addition, this report provides a detailed overview of competition between some industries and others.

K-12 International Schools Market - Size, Competitive Landscape and Segmentation Analysis:

K-12 International Schools Market Reports provide a high-level overview of market segments by product type, applications, leading key players, and regions, as well as market statistics. The research insights focus on the impact of the Covid-19 epidemic on performance and offers a thorough examination of the current market and market dynamics. This crucial understanding of the report's objective can help you make better strategic decisions about investment markets by assessing elements that may affect current and future market circumstances. The leading key players in the Global and Regional market are summarized in a research to understand their future strategies for growth in the market.

Top Company Profiles Include in this K-12 International Schools Market report:

Cognita Schools,GEMS Education,Maple Leaf Educational Systems,Nord Anglia Education,ACS International Schools,Braeburn Schools,Dulwich College International,Esol Education,Harrow International Schools,Shrewsbury International School,Wellington College,Yew Chung Education Foundation

Objectives of the Study:

·         To forecast the size of the market segments with respect to 4 main regions, namely, North America, Europe, Asia Pacific (APAC)

·         To provide detailed information regarding the major factors influencing the growth of the Home   (drivers, restraints, opportunities, and challenges)

·         To analyze each submarket with respect to individual growth trends, prospects, and contribution to the total market

Get Discount on Full Report of the K-12 International Schools Market @:

https://introspectivemarketresearch.com/discount/14447

Segmentation Of K-12 International Schools Market:

In market segmentation by Type , the K-12 International Schools Market report covers:

English Language International School, Other Language International School

In market segmentation by Applications, the K-12 International Schools Market report covers:

Pre-primary School, Primary School, Middle School, High School

Market Segment by Regions and Countries Level Analysis:

·         North America (U.S., Canada, Mexico, Rest of  U.S)

·         Europe (Germany, U.K., France, Italy, Russia, Spain, Rest of Europe)

·         Asia-Pacific (China, India, Japan, Southeast Asia, Rest of APAC)

·         Middle East & Africa (GCC Countries, South Africa, Rest of MEA)

·         South America (Brazil, Argentina, Rest of South America)

Scope Of The K-12 International Schools Market Research Report

  Report Metric

Details

Market size available for years

2022-2028

Base year considered

2021

Forecast period

2022-2028

Forecast units

Million (USD)

 IMR NEWS:

·         https://www.newsmantraa.us/global-collaboration-software-market-segmentation-size-shares-industry-outlook-driving-factors-by-leading-players-growth-and-forecast-analysis-2028/

  ·         https://www.marketwatch.com/press-release/global-meglumine-market-size-latest-technological-advancement-industry-trends-competitive-landscape-explosive-factors-of-revenue-by-key-vendors-size-forecast-analysis-2022--2028-2022-05-31?mod=search_headline

  ·         https://www.marketwatch.com/press-release/global-cranberry-powder-market-size-latest-technological-advancement-industry-trends-competitive-landscape-explosive-factors-of-revenue-by-key-vendors-size-forecast-analysis-2022--2028-2022-05-31?mod=search_headline

[somya08]

Global K-12 International Schools Market Size, Status and Forecast 2021-2027

An K-12 international school is a K?12 (spoken as "k twelve", "k through twelve", or "k to twelve"), from kindergarten to 12th grade school that promotes international education, in an international environment, either by adopting a curriculum such as that of the International Baccalaureate, Edexcel, Cambridge Assessment International Education or International Primary Curriculum, or by following a national curriculum different from that of the school's country of residence.

Download FREE Sample of this Report @https://www.statsmarketresearch.com/download-free-sample/6453866/global-k-international-schools-2021-2027-859

The most common international schools represent Education in the United Kingdom, Education in the United States or are based on curricula specially designed for international schools such as the International General Certificate of Secondary Education or the IB Diploma Programme. These international curricula are committed to internationalism, developing the global citizen, providing an environment for optimal learning, and teaching in an international setting that fosters understanding, independence, interdependence, and cooperation.

Like other schools, international schools teach language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology.

Asia-Pacific, North America, and Europe are the largest spending regions, occupied about 89% of market share. More than 34% of K-12 International Schools occurred in the Asia-Pacific market.

Nord Anglia Education is the world leading K-12 International Schools in global K-12 International Schools market with the market share of about 16%, followed by Cognita Schools, GEMS Education, Maple Leaf Educational Systems, ACS International Schools, Braeburn School, Dulwich College International Esol Education, Harrow International Schools, Shrewsbury International School, Wellington College and Yew Chung Education Foundation. The top 3 companies accounted for almost 40% of the market in 2019.

Market Analysis and Insights: Global K-12 International Schools Market

The global K-12 International Schools market size is projected to reach US$ 12410 million by 2027, from US$ 7007.9 million in 2020, at a CAGR of 8.5% during 2021-2027.

With industry-standard accuracy in analysis and high data integrity, the report makes a brilliant attempt to unveil key opportunities available in the global K-12 International Schools market to help players in achieving a strong market position. Buyers of the report can access verified and reliable market forecasts, including those for the overall size of the global K-12 International Schools market in terms of revenue.

On the whole, the report proves to be an effective tool that players can use to gain a competitive edge over their competitors and ensure lasting success in the global K-12 International Schools market. All of the findings, data, and information provided in the report are validated and revalidated with the help of trustworthy sources. The analysts who have authored the report took a unique and industry-best research and analysis approach for an in-depth study of the global K-12 International Schools market.

Global K-12 International Schools Scope and Market Size

K-12 International Schools market is segmented by company, region (country), by Type, and by Application. Players, stakeholders, and other participants in the global K-12 International Schools market will be able to gain the upper hand as they use the report as a powerful resource. The segmental analysis focuses on revenue and forecast by Type and by Application in terms of revenue and forecast for the period 2016-2027.

Segment by Type

English Language

Other Language

Segment by Application

Pre-primary School

Primary School

Middle School

High School

By Region

North America

U.S.

Canada

Europe

Germany

France

U.K.

Italy

Russia

Nordic

Rest of Europe

Asia-Pacific

China

Japan

South Korea

Southeast Asia

India

Australia

Rest of Asia

Latin America

Mexico

Brazil

Rest of Latin America

Middle East & Africa

Turkey

Saudi Arabia

UAE

Rest of MEA

Get the Complete Report & TOC @https://www.statsmarketresearch.com/global-k-international-schools-2021-2027-859-6453866

By Company

Cognita Schools

GEMS Education

Maple Leaf Educational Systems

Nord Anglia Education

ACS International Schools

Braeburn School

Dulwich College International

Esol Education

Harrow International Schools

Shrewsbury International School

Wellington College

Yew Chung Education Foundation

[techcrunchappcom]

New Post has been published on https://techcrunchapp.com/convocation-speaker-urges-incoming-class-at-au-to-change-the-world-news-the-evening-tribune/

Convocation speaker urges incoming class at AU to ‘change the world’ - News - The Evening Tribune

ALFRED — Dr. Robert Johnson, a 1968 Alfred University graduate who co-founded a program serving underprivileged youngsters in New York City and has enjoyed a distinguished career as an educator of medical school administrator, reminded the incoming class of students at his alma mater of the responsibility they have in affecting positive change in the world.

“Alfred students, these are indeed exciting times,” Johnson said in his keynote address for Sunday evening’s Convocation ceremony, which was held online. “May you never forget the enormity of your responsibility to change the world, to show compassion for those less fortunate, and to give back by mentoring the generation that will come after you.”

Johnson, who earned a bachelor’s degree in biology from Alfred University, is dean of the Rutgers New Jersey Medical School in Newark, NJ, and interim dean of the Robert Wood Johnson Medical School in New Brunswick, NJ (he is of no relation to the namesake of the latter). He is the only dean in our nation’s history to oversee two medical schools simultaneously.

In his remarks Sunday, Johnson drew a parallel between the time he arrived on the Alfred University campus in 1964 to that of the current generation of students. Johnson was at Alfred at the height of the Civil Rights movement, with the uncertainty of an unpopular war in Vietnam hanging over the nation. Today’s generation of students face mounting challenges relating to issues of racial and social justice and an unclear future caused by a global pandemic.

“I started college at a time of great change in our nation. We were in the middle of the Civil Rights era. People and communities of color were mobilizing, organizing, and protesting hundreds of years of injustice, and demanding that laws as well as attitudes change,” Johnson said. “As we began our adult lives, the world was changing and growing in ways we couldn’t imagine. Today, you start you academic careers at Alfred under somewhat similar and unusual disruptive circumstances.”

Johnson encouraged students to uphold their responsibility to work for positive change throughout the world. “You are beginning your time at Alfred during a time of societal growth. Much like the Civil Rights leaders from my college era, it is your generation that will now take the lead to insure that attitudes continue to change and that we become a more perfect society which respects the dignity of every human being.”

Johnson—a professor of pediatrics and Director of the Division of Adolescent and Young Adult Medicine at Rutgers New Jersey Medical School—has used his career in medicine to further the public good. After earning his medical degree from the College of Medicine and Dentistry of New Jersey (now the New Jersey Medical School) in 1972, he was among a group of young professionals working in the fields of medicine, psychiatry, law, education, social work, and the arts who recognized a need to invest in New York City’s youth. That year, the group started The Door, a program aimed at helping a diverse and growing population of disconnected adolescents gain the resources needed to succeed in school, work, and life.

Today, The Door annually serves nearly 11,000 young people from all over New York City. The program provides a wide range of free services including reproductive health care and education, mental health counseling and crisis assistance, legal assistance, GED and ESOL classes, tutoring and homework help, college preparation services, career development, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals. Johnson still sees patients at The Door twice weekly.

Johnson has enjoyed a teaching career that spans more than four decades. Since joining the faculty of the New Jersey Medical School in 1976, he has taught nearly 25 percent of all medical doctors currently practicing in New Jersey. His impact on the school’s growth and success has been significant, particularly in the area of research. When he took over as dean in 2005, the New Jersey Medical School was struggling in its research efforts. Under Johnson’s leadership, the school now ranks 38th in the country in research spending.

Mark Zupan, Alfred University president, opened the Convocation with an address to students.

“I join our faculty and staff in conveying how excited we are to virtually see our 185th class here at Alfred University. We look forward to working with you over the years to come—first as students and then as then as alumni—to fulfill our mission, which is transforming student lives and thereby bettering our world,” Zupan said. “I cannot tell you how heartened we are by your presence here with us, and by your interest in investing in education here at Alfred University. That investment will bear fruit, both here and in the broader world.”

Merveille Bulonza, Student Senate president, welcomed students to Alfred University and encouraged them to take advantage of all the opportunities available to them.

“Here at Alfred University, we are a family—all of us from different cultures and locations, with diverse beliefs. But once we are here together, we become a family, with one goal: to grow with exceptional quality and abiding values, utilizing academy and extracurricular activities,” she said. “You will face challenges, but remember that is what will build you up into the intellectual and robust person you ought to be. Explore, expand and exploit the resources at your disposal here at AU. Do not limit yourselves, because the future is in the beauty of your dreams.”

Zupan emphasized to students the important role they will play in promoting a safe and healthy campus environment, and in keeping the University open throughout the fall semester. Due to COVID-19, Alfred University, like most institutions of higher education, adopted a virtual model of instruction in late March. Faculty and staff worked diligently over the ensuing months to develop a safe and effective reopening plan, the effectiveness of which depends on all members of the University fulfilling their shared responsibilities.

“We each have to play our parts well,” Zupan said, referring to students’ commitment to the Alfred University pledge, which includes a commitment to important actions, including wearing masks, socially distancing, and appropriately engaging in personal hygiene.

“We are only as strong as our weakest link, so it is incumbent on all of us to play our parts well,” he continued. “None of us wants to return to the new norm that was established in March. The surest way to keep that from happening is by playing out parts well.”

[toefltesthub-blog]

Which is the hardest exam among the three GRE, TOEFL, IELTS?

Exams like GMAT, GRE, IELTS, and TOEFL are required for admission to universities and colleges in various countries across the globe. If you are planning to study abroad, you surely might be preparing or planning to prepare for one of the competitive exams, which serve as a gateway to admission into various universities and colleges.

Find out the difference between various important exams below:

1. TOEFL v/s IELTS:

In case English is not your first language and you are applying to university in an English speaking country, you will be required to take a standardized test. Usually, there are two main English language tests widely used around the world, IELTS, and TOEFL.

The TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System) are two of the most widely-accepted tests to certify your English proficiency.

2. GRE v/s GMAT:

The GRE consists of a 60-minute analytical writing section — with two essays at 30 minutes each.

There is a verbal reasoning section, also with two 30-minute parts. There are two 35-minute quantitative reasoning sections. There’s also a 30–35-minute experimental section that can be either math or verbal.

The GMAT consists of a 30-minute analytic section with one essay, a 30-minute integrated reasoning section, a 75-minute quantitative section and a 75- minute verbal section.

The TOEFL

Many schools teaching in English require that non-native English speaking applicants have taken the Test of English as a Foreign Language (TOEFL). A general exception is made for those who completed their bachelor’s degree in an English-speaking country.

Unlike the GMAT, the TOEFL is not a complicated test. If you are comfortable speaking and reading English, it will likely pose little problem for you. Scores above 250 (on a scale of 40–300) on the computer-based test or the equivalent on the Internet-based test (100) or the paper-based test (600) are generally required at the top schools. The scores acceptable at less-demanding programs, however, can be somewhat lower. At Texas A & M’s Master of Science in Marketing program, for instance, a 213 on the computer-based test (or 550 on the paper-based test) is the minimum score.

Try a sample exam, such as those available at the TOEFL website. Bear in mind that, if you score below 250 on the TOEFL, you probably won’t be able to succeed on the GMAT, since it’s English requirements are much higher.

The TOEFL is now offered in traditional paper-and-pencil, computer-adaptive (such as the GMAT), or Internet formats. Listening and reading comprehension, structure, written expression, and vocabulary are all tested. Your written skills are tested in a 30-minute essay on an assigned topic.

IELTS

IELTS is the International English Language Testing System, the world’s proven English language test. IELTS measures ability to communicate in English across all four language skills — listening, reading, writing and speaking — for people who intend to study or work where English is the language of communication.

IELTS is jointly owned by the British Council, IDP: IELTS Australia and University of Cambridge ESOL Examinations, and is administered through more than 800 test centers and locations in over 130 countries.

Over 1.5 million IELTS tests are taken each year, opening doors for candidates to international education and employment opportunities in the English-speaking world and beyond. The world trusts and recognizes IELTS as a secure, valid and reliable indicator of true-to-life ability to communicate in English for education, immigration, and professional accreditation.

Students planning to undertake postgraduate studies in English will need to take the Academic IELTS test. The institution you are applying to will specify their required IELTS module and minimum band score needed for admission. IELTS scores are accepted by over 6,000 education institutions and professional organizations worldwide. You can search a complete database of IELTS test centers, where you can also use an online Global Recognition System to search the thousands of institutions that accept an IELTS score as proof of English language proficiency.

IELTS offers up to 48 test dates in a year or up to 4 test dates in a month. With the increasing popularity of IELTS, you should check the test date availability with your selected test center and book your test before the closing date for registration. The test fee varies, but you can use the test center database to find out the test fee in your country.

[amberdover]

I love English and I love language. Since I was young I have wanted to teach English as a second language (ESOL). This was my opportunity to accomplish that dream. I’ve thought about teaching English abroad for years, but did not know if it was something I could do. I have always struggled with whole group discussions with native English speakers, so being in a classroom with students who did not speak English as their first language was intimidating to me. I remember the first day I was terrified and I cried after our lesson, believing I couldn’t do it. However, each day I was back in the classroom my confidence slowly built up. I enjoyed getting to know the students in small groups. I had one student who had to practice her BAC speech. After her speech we had time to just talk and get to know one another. She told me she enjoyed making dance covers to K-pop songs. I was so excited! It’s so rare for me to find others who enjoy K-pop and we were able to bond over our mutual love for artists and that was the most meaningful experience for me. 

[itunesbooks]

FTCE ESOL K-12 Study Guide - FTCE ESOL Exam Prep Team

FTCE ESOL K-12 Study Guide Test Prep and Practice Test Questions for the English for Speakers of Other Languages K-12 Exam FTCE ESOL Exam Prep Team Genre: Study Aids Price: $2.99 Publish Date: January 1, 2018 Publisher: Cirrus Test Prep Seller: Trivium Test Prep Partners, LLC FTCE ESOL K-12 Study Guide: Test Prep and Practice Test Questions for the English for Speakers of Other Languages K-12 Exam will provide you with a detailed overview of the FTCE ESOL exam, so you know exactly what to expect on test day. We’ll take you through all the concepts covered on the test and give you the opportunity to test your knowledge with practice questions. Even if it’s been a while since you last took a major test, don’t worry; we’ll make sure you’re more than ready! Cirrus Test Prep’s FTCE ESOL K-12 Study Guide: Test Prep and Practice Test Questions for the English for Speakers of Other Languages K-12 Exam includes: A comprehensive REVIEW of: Linguistics Theory Linguistics and Culture   Grammar and Parts of Speech Language Learning and Acquisition Theoretical Models of Second Language Learning and Acquisition First-Language Considerations Stages of Second-Language Acquisition Student Motivation in Second-Language Learning Language Modeling, Comprehensible Input, and Scaffolding Literacy Instruction Instructional Theory Program Models Teaching Techniques Materials Classroom Management Assessment Tests and Standards Appropriate Use of Tests Interpreting and Applying Assessment Results Cultural Aspects Cultural Understanding Cultural Aspects That Affect Second-Language Acquisition English-Language Learners, and Teaching Cultural Awareness, Sensitivity, and Inclusion Professional Aspects Legal and Ethical Issues Role of the ESL Teacher Professional Development   …as well as a FULL FTCE ESOL practice test. About Cirrus Test Prep Developed by experienced current and former educators, Cirrus Test Prep’s study materials help future educators gain the skills and knowledge needed to successfully pass their state-level teacher certification exams and enter the classroom. Each Cirrus Test Prep study guide includes: a detailed summary of the test’s format, content, and scoring; an overview of the content knowledge required to pass the exam; worked-through sample questions with answers and explanations; full-length practice tests including answer explanations; and unique test-taking strategies with highlighted key concepts. Cirrus Test Prep’s study materials ensure that new educators feel prepared on test day and beyond. http://dlvr.it/R53JRY

[ezgibuyukdag-blog]

EVALUATION OF A WEBSITE:ESOL COURSES

Hi everyone! 

Today, I am going to talk to you about the evaluation of an ELT website. I chose a website called ESOL Courses (Free English Lessons Online) to evaluate and share some information with you. Esolcourses is a free online teaching and learning platform. It publishes free online self-study lessons for English students, and classroom resources for English language teachers. Their lessons are free for their visitors to use. Registration is not required.

                (You can see the website by clicking the here.)

       The content of website is about three skills like reading listening and writing. It also has a lot of content for students to develop pronunciation, grammar and vocubulary. you can see the English levels at the top.You can choose your own level from there and practice them. It is more suitable for adult use, but you can find content in children. Of course the target audience is students, teachers, and English learners. There are many sections on this site. I chose the listening and vocabulary section from these sections at elementary level in order to evaluate.

  THE LISTENING SECTION

       In the listening section, the student can choose a song he/she want. Then he can watch the video on the song and answer the quiz questions. Students can watch to the video more than once. The student learns the pronunciation, the meaning of the word, and some common phrases used in English. If you wish, you can take a look at the quiz and exercises from this here

 THE VOCABULARY SECTION

     In this section, the student can see the word related to a topic he/she select. It is shown pictures about words and is made the definition of the word on this website. You can listen to the pronunciation of the word by clicking on the pictures. If you want to see the example, you can click the here

In addition, students can exercise or make a quiz and can play online games about these words like matching the word with the picture. You can see more sample here

       there are some points I don't like on this site. One of them is that the design or interface is very ordinary. The other is that the content is very limited. The content could be varied by increasing the number of tasks such as various games and vocabulary and listening exercises.The interior design of the website could be made more vivid to attract students' attention.

  You can use this and many sites like this for learning and teaching English. Students have the opportunity to improve their skills like listening, reading and writing thanks to the website. As a English Teacher:

1-) can use this website to enable their students to further enhance their English language skills. They can give homework for students to do practices on this website but it can be hard for students who don’t have access to the internet.

2-) can benefit from the practices on this website by using them during the lesson at school.

3-) a source for English teachers for listening, reading, grammar and writing activities.

  Take care of yourself!!  See you in the next post...

[asylum-ireland-blog]

Nasc are seeking a qualified ESOL English Teacher

New Post has been published on https://asylumireland.ml/nasc-are-seeking-a-qualified-esol-english-teacher/

Nasc are seeking a qualified ESOL English Teacher

Nasc are seeking a qualified ESOL English Teacher to support our Gateway to Employment Project for Refugee Women

Nasc is an independent human rights organisation that seeks to respond to the direct needs of immigrants, refugees, asylum seekers and their families in the Cork region. We campaign and lobby for effective policy change on a national and regional level.

Nasc is seeking to contract a qualified English teacher to support our Pathways to Employment project for refugee women (see here for details from last year’s project). This project seeks to advance labour market integration for refugee women and female members of refugee families. We are seeking an ESOL English teacher to deliver English classes to refugee women.

The job entails teaching for 6 hours per week and 3 hours for class preparation, over a total of 24 weeks teaching. The expected start date is at the beginning of April.

Please send your CV, a cover letter detailing your interest and any previous experience working with refugees, and a quote of your expected hourly rate to Claire Mackey, Gateway to Employment Project Coordinator at claire@nascireland.org.  Please send requested materials by Thursday, the 21st of March at 5.00pm to be considered.  

Nasc is an equal opportunities employer. 

This project was approved by the Government with support from the Dormant Accounts Fund. 

  The post Nasc are seeking a qualified ESOL English Teacher appeared first on Nasc Ireland.

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[imaginedmelody]

Life update!

I haven’t done any real-life posts in a while- which is actually usually a sign that things are going well, to be honest. I tend to make text posts to complain rather than to do any kind of positive update. :) But I figured I’d keep you all in touch with where I am in life. You know, new year and all that.

So on the one hand, I’m in a better place right now than I’ve been in a long while. Although it doesn’t always feel like it, I started off 2017 pretty strong. I’ve made a pretty good effort at getting household chores to a manageable level, I’m doing better at conforming to a meal plan and getting the basic physical activity of at least stretching every day, I’m doing slightly better keeping up with work responsibilities, and at least until inauguration time (when I think everyone’s mood took a turn for the worse), I was definitely having more good days than bad. It’s more stability than I’ve had in months- maybe years.

On the other hand, “better than I’ve been in a long while” is still...not the same thing as “good.” The latter half of the month has been a slow mental health downward spiral. This isn’t entirely surprising- it happened last year too, for many of the same reasons I’ll explain here, and I’m pretty sure if you were to chart out some observations from previous years, you’d probably find I decline at about this time every year. It’s not just the political upheaval that’s got me floundering, although that definitely contributes; the stress of living in an increasingly oppressive and unrest-plagued nation- especially the center of all the storm, since I live right near Washington D.C.- gets to you really quick. And it’s not just the cold winter season, though that doesn’t help things either.

You all know I don’t cope well with stress. You also know that I don’t handle transitions well- particularly if those transitions come hand in hand with additional responsibilities and pressure. This is especially true if the news of the transition is sudden, although having more advance notice doesn’t entirely alleviate it (you could tell me four months in advance about a change in circumstances and I’ll still be plagued with anxiety when the time comes). Last year, I entered probably my worst mental health low ever in the second week of February, when I ended up having to stay on for the rest of the year and cover the classes that I’d been long-term subbing and was supposed to give back the following week. It was a good transition- more work isn’t a bad thing- but my anxiety and discomfort with transitions has nothing to do with whether they’re good or bad.

I’m hired at a really great school as a part-time employee, with two classes of my own on my roster; the original plan was that I teach those two classes in the morning, then leave after lunch and do my short-term substitute teaching in the afternoons. I like this plan. It’s less money and less steady work, but it minimizes my anxiety and keeps my life manageable. Since late October I’ve been long-term subbing 3 additional classes, which is fine; I can handle it. This Friday was when I was supposed to give them back and return to part-time status.

But regardless of whether you want it or not, when you’re offered more steady work, you don’t refuse. So when my department head and the assistant principal called me into the office about 2 weeks ago and said they had 3 classes available for 2nd semester that they wanted me to take, of course I said yes. So now in addition to my 2 9th grade morning classes, I have 1 study skills class, 1 resource class for English language learners, and 1 11th grade class. The short notice meant I had approximately a week and a half to prepare myself for these completely unfamiliar classes and the increased workload that would come with them- at a time when I had just been looking forward to the relief of going back to a part-time schedule.

I knew my mental health would take a downturn- and, predictably, it did. (Again, the fact that it coincided perfectly with the inauguration and all its fallout didn’t help.) But the classes themselves are also quite challenging. I have no idea what to do with either of the study skills/resource classes. There’s no curriculum, so it’s up to me to impose my own structure, which I can’t seem to figure out how to do on my own. None of the classes are especially badly behaved, but I am having a few challenges in the first study skills class, particularly with students leaving the room without permission. The ESOL class is all students on the early end of learning the language, which means they have almost no English; I have a Spanish-speaking co-teacher in there to help me, but we’re making very slow progress.

The kicker is my 11th-grade class, though. In the interest of keeping me in the same room all afternoon, the administration decided to put my 11th grade English class in the same room that I teach resource in. At the time, that sounded like a good idea, and I agreed with it.

That was before they put a whopping 35 students in the class.

If you’re not familiar with the public school system: 35 kids in a class is a LOT. The class enrollment is supposed to cap at 29. To make matters worse, the resource room is a little windowless alcove in the middle of nowhere. It’s loud (chorus room and another loud class on either side), not well ventilated, and ill-equipped: a projector screen but no projector, chalkboard but no chalk, 2 computers but no laptop cart (each English classroom has a class set of Chromebooks in it- we’re a privileged county in a wealthy community, yeah, I know). Into this tiny room, the administration has crammed 33 desks (I have 2 kids sitting at the computers) and decided this is sufficient.

It’s not.

I know a lot of teachers get by with a lot less in other places, but this just feels like a hot mess to me. I did not think this is what I was signing on for. Finally, after more and more concerned emails to admin (and some complaining to the department- I don’t want to be the thorn in anyone’s side as a fairly new employee, but a little well-placed griping can yield results), another teacher whose room is free that period said that I could use her room. So now we’re out of the dark windowless cavern of the resource room. Today’s class felt more like a class than any other this week. But I still think I’m set up for failure here. I don’t know how to effectively get a 35-person class to achieve results. I’m afraid everything will take us forever. Maybe this is just my own lack of self-confidence speaking, but I am just feeling pretty hopeless about it all.

The toughest part is that I can feel the improved mental health I’d been counting on slowly drifting away. I’d envisioned going back to part-time as an opportunity to really excel 2nd semester, to devote my full attention to my 2 classes and come out with everyone looking really good. Now my attention is torn in 5 different directions- because each of these classes (Honors English 9, On-Level English 9, Study Skills, ESOL Resource, and English 11) are completely different from one another- and I don’t really have much of a handle on anything other than my honors class. On-level isn’t responding well to anything I give them. And for the afternoon ones, my own aimless attempts at running these classes are the problem. But I’m out of my limited prep time, with virtually no days off in sight to catch up, so I’ve jumped in with both feet and I’m just hoping I don’t drown.

I’m trying really hard. I’m trying to not freak out and have a meltdown about work. I’m trying to balance out my home life and make room for fun things. It’s not going incredibly well, but I am trying. Even though there’s no break on the horizon during which I could feasibly take a step back and claw myself out of this rut. I’ll find a way. I just hope all this doesn’t get run into the ground in the process of me figuring it out. Because I know all too well what happens when the combination of increased stress and pressure hits my usual mental downturn: I become overwhelmed, grow completely incapable of motivating myself to do anything, fall so far behind I can’t catch up, and then watch everything unravel and grow more fraught and chaotic around me as a result, which only worsens the apathy and stress and anxiety. There’s such a profound risk, if precedent can be relied on, of that happening to this situation, even though I’m doing everything I can to prevent it.

So...that’s where I am right now?