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Today, the faculty has a virtual teaching platform that allows simultaneous interpreting to be taught at a distance. The application gives users access to digitized speeches, a forum, a chat system and a space for teachers to give feedback to students. Students can listen back to the original speech as well as their interpretation of it. [24]
[45] [39] Monolingual teachers working with bilingual or multilingual students can successfully use this teaching practice; however, they must rely on the students, their parents, the community, texts, and technology more than the bilingual teacher, in order to support the learning and leverage the students' existing resources.
The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
Even if students know the words that the teacher says, they will not understand if the teacher speaks too quickly. By speaking slowly, teachers give students more time to process the language and therefore they have more chance of understanding. When students first hear vocabulary or grammar, the necessary gap between each word can be as long ...
Example: Students are assigned a group of no more than six people. Students are assigned a specific role within the group. (E.g., member A, member B, etc.) The instructor gives each group the same task to complete. Each member of the group takes a designated amount of time to work on the part of the task to which they are assigned.
Peer-Review of Teaching is a method for teaching to discuss their practice with another teacher or group of teachers that gives feedback about teaching and learning. Often an evaluation of the teaching materials is done with the purpose of providing feedback to change teaching practices. [9] The new part of educator effectiveness policies is ...
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The idea is for the students to practice the particular construct until they can use it spontaneously. The lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing the desired response will result in a student receiving negative feedback.