#EAL Teaching

[richardtheteacher]

Introducing The P.O.W.E.R. Method of Retrieval Practice

🚀 Unleash the P.O.W.E.R. of Learning! 🌟✨ Introducing a game-changing strategy for educators: Prime, Organize, Wrestle, Evaluate, Reinforce, Internalize. From mind maps to escape rooms, this technique transforms the classroom into an engaging adventure!

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati. Unless you’ve been hiding in cave for the past five years, it’s highly likely that you have heard the phrase ‘retrieval practice’ being bandied…

[hybridshaverisen]

[tjeromebaker]

Teaching English Language Learners Worldwide: Theory & Practical Guide EAL ELL ESL EFL

It is estimated that over 1 billion people are currently learning English world wide. According to the British Council, as of the year 2,000 there were 750 million English as a Foreign language speakers. In addition, there were 375 million English as a Second Language speakers. The difference between the two groups amounts to English as a Foreign Language speakers using English occasionally for…

[aromanticautiesworld]

I CAME BACK FOR MORE 😭

Finn and Fern x GN!Reader headcanons where the reader is a thief/robber and eventually they learn more about them and develop a crush on them (Could it be separate for each, same scenario but different brother if you get what im saying)

Finn could be like an enemies to lovers type of eal with finn thinking the reader is a little cute from the get go and feeling conflicted with hair feelings due to the reader's being a thief, eventually becoming friends and seeing different side of the reader (yk?? i feel like im yapping and not making sense 💀)

While for fern, the reader just feels bad for him because he can't do as well as being a hero and becomes friends with him, farm keeps it a secret from finn and they eventually become friends and see a different side (yappayapayappa) :)

Give em a cute hobby like a baking or crochet

SORRY IF THIS DOENST MAKE SENSE

AWH this feels like the plot of an ep of adventure time ……

////

finn + fern/thief gn reader hcs

FINN

at firstyou guys do not like each other at all (ofc)

he gets in your way all the time. he gets calls about you from people across Ooo complaining about their missing stuff

(even ice king )

Finn is a good hero though. so he ignores that you’re kinda pretty

(he thinks he might have a type of crush at this point (people who could probably kill him if they wanted to))

so one day (abt a month into your spree)

you decide to steal from Finn’s house (not knowing that it was the fucking Guy who’d been stopping you this whole time)

and you almost get away with it (stealing his hat. it was his hat you chose to steal). almost

“YOU!! YOU’RE the one that’s been stealing from all those peeps!!”

you run escape him (again) but he stops you in front of the door.

“Put it back.”

“Nuh-uh.”

“Put it back.”

“Nuh uh.”

you reach an impasse.

now at YOUR end, you reeeeally dont want to admit it but this guy is a little cute (a little. you refuse to go further) with the hair he has happening.

you do eventually put it back, faced with the prospect of staying in here any longer. glob

against any of your better judgement, you decide to stay

and investigate this weird guy

and against his better judgement, he lets you stay

now you’re both at this weird little hangout

(with your enemy)

and you tell him about you

for one, you steal for the rush. and out of habit

and for two, you crochet (this is probably why you steal so much yarn)

Finn traces his finger in circles on the ground.

“d’you think you could teach me how to crochet?”

“Pshh. You’re telling me you believed all that?”

“You were lying?”

“Nono, that was the truth. im jus’ messing with you.”

“Ok…”

“Seriously!”

“Ok!”

you smile at him.

“y’wanna meet tomorrow?”

he brushes a piece of his hair out of his face. “yeah.”

as for general hcs, i think you would start stealing things just to meet up with him

like you would think in all your time thieving you would have at least one phone

but no

you don’t enter through the door either

you will just break in. sometimes in the dead of night

Finn would dedicate himself to learning how to crochet (I wonder why. it couldn’t possibly be to impress someone)

FERN

so you first meet fern when he decides to answer the banana guard’s call and oh boy

this guy

he is not doing well at Heroing

like imagine a baby kitten. now imagine it sad

And you realize, wait a minute

This thing might not be worth it

so you check in on this poor guy. in the middle of your getaway

“dude, are you okay?”

his leg was stuck in a crack in the ground

“don’t pity me!!”

“I’m not! Just let me help you—”

“Well I’m supposed to be a hero. I shouldn’t get help from thieves.”

(he’s more telling that to himself than to you.)

You help him out anyways, of course.

He brings out his sword to your neck, you sigh and roll your eyes.

“Fine..”

You give him back what you stole

The sword is still there

You dump out all of the other objects you stole out of your bag

The sword is still there

You sigh again, taking off your shoes and gloves and shaking out the other other objects you stole.

He begins to collect them into his own bag, before asking you,

“Did I do good?”

“What?”

“Was I a good hero?”

“Oh, um. Well, anyone else (because I am extremely brave and unafraid) would probably be squealing out of fear so, yeah.”

He crosses his arms, looking down to the side.

“I don’t want people to be afraid of me…”

You step back, observing him.

“Why d’you even want to be a hero so badly?”

“Because—because….because I’m supposed to be.”

Your expression softens.

“How about I be a bad influence on you, and you take a break from heroing for a bit?”

“How?”

“Y’ever learn how to crochet?”

[do0zy-artz]

Future eal scene, Jimmy’s teaching him to dance :]

[shallow-between-stars]

Oops.

Hi, um, yes! Hello!

So, uhh, it's been seven years. I recovered my account about... a month ago and that was an ordeal, then did nothing with that for a bit, then lurked for a bit and am now posting.

SO WHAT HAPPENED YOU ASK?

Short answer: Life.

Long answer: Life, pets, work, and a side of what I think was HORRIBLE BURNOUT.

I didn't really notice I was pulling away from Tumblr, but I kinda did, which is absolutely my bad. Then, y'know, shit happened.

I got back from China in... 2017... promptly lost my job, ended up with a new job I loved for a company I hated, worked there for five years or so. Had to people, like, a lot.

My job was entirely dealing with people. Mostly people under 12. And my poor, introverted soul really struggled with that most days and came home, crashed on the couch and slept. When it wasn't school term, it was holiday care, when it wasn't holiday care it was school term. I was responsible for a lot, including making sure a daily average of 30 kids didn't hurt themselves.

And, y'know, about a year into that, my father (who I love a lot better at a distance) and I had a conversation (started by me) about my moving out of the family home. Mum and Dad basically refused to let me rent and (I'm showing my upper middle class, here, sorry) bought me a house that I am slowly paying them back for.

Yes, I know, and I am so very grateful for their support.

My dad and I shopped together and picked out a (unbeknownst to us) house-flipped 30 year old property with a great back yard and some small things that needed fixing, and I packed my bags and over the course of a week, I moved in.

And then I did what every responsible new home owner would do and waited until I moved in and was settled before making any more drastic life changes.

...

...

...Yeah. I'm lying.

I got two dogs. Ranger, who is the end result of putting all your points into Charisma and Constitution and using Wisdom as a dump stat, and Rogue who went the Int/Dex route but forgot that constitution exists. Seriously. I had her a week and she nearly died from -eating chicken.-

(She's allergic, we have discovered in the interim. She's also five now, arthritic and incontinent, the very definition of THE BEST DOG WITH SHITTY HEALTH ever. I'd say she's the living embodiment of 'adopt, don't shop', but the other dog's adopted and has an almost 1:1 ratio of "years alive" and "windows broken because he got scared".)

So. I worked a shitty job for five years (and through Covid, my job was considered an essential role which meant I worked straight through the pandemic, with children, which was low-key terrifying), and then in an episode of "nepo baby" a friend of my mother's got me a job at a high school for kids with behavioural issues where I worked for the better part of last year teaching EAL/D to refugees. I loved the kids to pieces, but as you could probably tell from the 'refugee' part of that sentence, these kids came with very heavy stories and my heart was broken for them more often than not.

Anyway, due to a contract kerfuffle at the end of last year I found myself out of that job, but my boss stepped in for another episode of "nepo baby" and sourced me a -new- job with a friend of hers working at a different school, where I am now. Still teaching high school, still teaching EAL/D and still loving every minute of it.

Anyway, I'm writing again, which is great, and something that I haven't managed to do consistently for years (See: HORRIBLE BURNOUT) and am excited to be -almost- ready to post some new content to my sadly neglected AO3, where the last thing I posted was about... two and a half years ago and at the tail end of Covid.

Surprising no-one, the content I have most recently written is Kal and Bull.

Surprising probably a lot of people, I still haven't played Baldur's Gate 3, but I've got three weeks of holidays in about a month so maybe I will play it then? Maybe?

[firstaidsafety1]

Building Resilience with London First Aid

The Pulse of a Prepared Capital

In the vibrant, ever-moving city of London, where historic landmarks meet modern skyscrapers, the ability to respond to emergencies is a vital thread in the urban fabric. First aid training empowers residents, workers, and visitors to act decisively when faced with medical crises, from minor injuries to life-threatening situations. In a metropolis known for its cultural richness and fast-paced lifestyle, these courses cultivate a sense of security and preparedness. Whether in the bustling markets of Borough or the quiet offices of Kensington, first aid skills ensure that help is always within reach.

The unpredictability of city life underscores the importance of such training. From crowded commuter trains to lively public events, emergencies can arise anywhere. By equipping individuals with the tools to respond effectively, first aid training strengthens London’s resilience, creating a community ready to support one another in times of need.

Hands-On Learning for Urban Challenges

First aid training London provides dynamic, practical courses tailored to the unique demands of city life. Participants engage in realistic scenarios, learning critical techniques like CPR, wound care, and managing allergic reactions. These sessions are designed to build confidence, ensuring that individuals can act calmly and efficiently in high-pressure situations, whether in a busy West End café or a corporate boardroom in the City.

The interactive nature of these courses enhances their effectiveness. Trainees work together, practicing skills in simulated emergencies that reflect London’s diverse environments. This collaborative approach not only hones technical abilities but also fosters communication and teamwork, preparing participants to respond as a cohesive unit when real crises occur.

Safeguarding London’s Workplaces

London’s economic heartbeat relies on its diverse workforce, spanning industries from tech startups in Shoreditch to financial giants in Canary Wharf. First aid training is a critical component of workplace safety, equipping employees to handle accidents or medical emergencies with competence. Courses are customized to address sector-specific risks, ensuring relevance for environments like retail shops in Oxford Street or construction sites in Stratford.

Beyond meeting regulatory standards, first aid training fosters a culture of care within organizations. Employees trained in first aid feel empowered to protect their colleagues, creating a sense of trust and mutual support. This proactive approach not only reduces workplace risks but also enhances morale, contributing to a more cohesive and resilient workforce across London.

Uniting Communities Through Shared Skills

In a city as multifaceted as London, community strength lies in collective action. First aid training brings together residents from boroughs like Lambeth, Tower Hamlets, and Ealing, creating networks of trained responders. These courses empower communities to manage emergencies, from minor mishaps at local festivals to larger incidents during public gatherings.

The impact of training extends beyond the classroom. Participants often share their knowledge, teaching friends or neighbors basic safety practices. This ripple effect builds a culture of preparedness, transforming London into a city where residents are not just bystanders but active contributors to safety. By fostering this shared responsibility, first aid training strengthens the bonds that hold communities together.

Customized Training for City Life

First aid training in London is designed with the city’s unique challenges in mind. Courses can be tailored for specific contexts, such as pediatric first aid for nurseries in Hampstead or outdoor emergency care for events in Victoria Park. This flexibility ensures that participants gain skills relevant to their daily lives, whether they’re teachers, shop owners, or community volunteers.

Accessibility is a key feature of these programs. Training is offered in convenient locations across the city, from community centers in Peckham to corporate venues in Holborn, with schedules that accommodate busy urban lifestyles. This inclusivity makes first aid education available to all, ensuring that Londoners from every background can contribute to a safer city.

Enduring Skills for a Dynamic Metropolis

The skills acquired through first aid training are timeless, offering Londoners tools they can use throughout their lives. Whether assisting a stranger in Covent Garden or responding to a family emergency in Chiswick, trained individuals carry the ability to make a difference. These skills remain relevant in any setting, from hectic urban hubs to quieter suburban streets.

Beyond practical applications, first aid training nurtures personal growth. Participants develop qualities like quick thinking, empathy, and leadership, which are invaluable in both professional and personal contexts. This empowerment fosters a proactive mindset, encouraging Londoners to anticipate risks and take preventive measures, further enhancing the city’s safety.

Collaboration in the Face of Crisis

Group-based first aid training fosters collaboration, bringing together individuals from across London to learn and practice as a team. These sessions simulate real-world emergencies, teaching participants to coordinate efforts and communicate effectively under pressure. Whether it’s a group of coworkers in Bloomsbury or volunteers in Hackney, this teamwork builds trust and strengthens relationships.

In a city as interconnected as London, the ability to work together during crises is essential. Training prepares participants to support one another, ensuring a more efficient response when emergencies arise. This collaborative spirit extends beyond training, reinforcing London’s reputation as a city where people come together in times of need.

A Safer London for All

Committing to first aid training is a powerful step toward a safer, more resilient London. By equipping individuals with lifesaving skills, these courses create a network of responders ready to act across the capital. From workplaces in the Square Mile to community spaces in Brixton, first aid training fosters a culture of care and preparedness. The confidence and competence gained through these programs empower Londoners to protect one another, building a stronger, more connected city for everyone.

[northeastjobs]

EAL Teaching Support (HLTA), 37hpw (Term Time Only)

South Tyneside Council are seeking to recruit EAL Teaching Support (HLTA) to their Ethnic Minority, Traveller, Refugee and Asylum Seeker (EMTRAS) teaching support team Contract Type: Fixed Term | Working Pattern: Full time - term time | Salary: £27,711 pa pro rata | Advert End Date: 02/05/2025 12:00 |  http://dlvr.it/TJvWyL

[kiragecko]

@geekeryisafoot It's interesting to see your thoughts through a disability education lense as I have very similar thoughts but through an ESL (English as a Second Language) lense, since that's what I have experience with. I think the disconnect between Barabra's intentions/goals and Cass's priorities for herself was absolutely intentional, but I didn't get the sense that her pedagogy was intentionally written as bad. I think the writers just showed whatever method of teaching they felt would not have worked for Cass, and stumbled upon Barbara being actively bad at the act of teaching

I am SO GLAD to get an EAL/ESL perspective! Because that is ABSOLUTELY the other influence here.

From the feedback I've gotten, that seems to be the consensus. Authours were deliberate about writing Babs as a flawed teacher who let her own issues get in the way of what was best for Cass. They were ignorant about just how bad what Babs was doing actually would be.

Final result is a story where, if you actually know about this type of education, you need to do a bit of translation to make things work. But the intention is there, and it's something I'm impressed and grateful that writers were willing to attempt. I much prefer people trying to travel the less trodden paths and stumbling a bit, rather than only sticking to the main roads!

Do you think Cass's writers KNEW how harmful Babs' teaching methods were?

Cass and/or Babs fans who have read the first Batgirl series and/or No Man's Land, what do you think?

I'll get into the details in a moment, but my guess is they were trying to write Babs as a fallible mentor, but were ignorant about just how much damage she would realistically be causing. I'd like to get second opinions, because I've spent enough time studying communication with nonverbal people that I no longer know what people actually KNOW.

Anyways, here's the stuff I want to know if you guys think is intentional:

When we first meet Cass, Babs is trying to teach her to read. Babs is showing her the word 'stop' and getting Cass to sound out the letters. This is ... not a good idea.

Some of the errors Cass makes (starting with a 'd' sound and correcting to 't', for example) suggest that Cass is still learning HOW TO MAKE SOUNDS. She's still teaching her body how to shape her mouth and throat, when to vibrate her vocal cords - the physical aspects of speech. That's HARD, and deserves focus so it can be learned properly!

We later learn she only knows a small number of words. She's still learning to associate sounds with meaning. That's HARD, and deserves focus so it can be learned properly!

She's also still learning to match letter shapes to sounds. THAT IS ALSO HARD AND DESERVES FOCUS SO SHE CAN LEARN IT PROPERLY!

By conflating reading, speech, AND understanding, Babs is making Cass' job MUCH MUCH more difficult! Each of those, and a dozen smaller aspects of communication, all need months of prioritization, without competition from other aspects.

-

Throughout Batgirl, Babs pressures Cass to read. Cass is still learning to parse meaning from the words downloaded into her head. She struggles to organize them into sentences. She struggles to understand the nuances of what other people are saying. Once again, these are all important things that she should be encouraged to focus on! Reading is nice, but at this point it shouldn't be the priority. By ignoring the skills Cass IS building, and pushing Cass towards competing skills she doesn't have the prerequisites for, Babs is slowing down Cass' progress and providing negative feedback loops.

-

Babs seems to equate reading with communicating. Possibly because of her past as a librarian and the obvious value she gets from reading. Possibly because her current job is as an information broker and hacker. Possibly because her own disability limits her physically, and reading and writing has become necessary for interacting with the outside world. Possibly because she is living vicariously through the new Batgirl. And possibly because her eidetic memory suggests she thinks in words and can't actually imagine thought in other ways.

Cass is probably never going to use reading as a primary communication method, and would have benefited froma learning regimen that works with her skills, rather than pushing through her weaknesses.

-

Here's the stuff I'm pretty sure was intentional:

Babs calls Cass stupid for not being able to read during a high pressure situation that is triggering Babs. This is obviously wrong, and she feels awful about it.

Babs is frequently impatient with Cass' progress, and sometimes accuses her of not trying, or not caring enough. She makes comments in front of other people without thinking. These are all shown as problematic and hurtful.

-

Here's the things I think Babs did right:

Babs sets up a computer system that can be navigated by voice, and can interpret vague instructions. It provides visual, as well as verbal, information for everything Cass asks about. Cass is never pressured to use a different system.

Babs mostly allows Cass to explore, and builds lessons around Cass' interests. She integrates life skills into her lessons, and actually does a REALLY good job at helping Cass build enough of a foundation to start getting curious about the world.

She usually backs off when Cass gets stubborn, which lets Cass recover, and keep some agency.

She MOSTLY doesn't co-opt Cass' growing friendship with Steph. She supports them, and doesn't try to use Steph to push Cass in the directions Babs wants her to go.

Other than stuff around speech and literacy, I actually think the writers did a good job of writing a flawed but caring mentor who actually helped more than she harmed.

-

What do you guys think?

[alphabses-blog]

Find Electrician Courses Near You: Qualifications, Training, and Career Opportunities

Are you looking to pursue a career as an electrician? The demand for qualified electricians is rising, and enrolling in an electrician course near you is a fantastic first step. Whether you're a school leaver, considering a career change, or seeking to enhance your skills, there’s an array of courses designed to suit all needs and career aspirations.

What Is an Electrician Course?

An electrician course is designed to provide you with the knowledge and practical skills necessary to work in the electrical installation industry. These courses cover a broad range of subjects, from electrical science and electrical principles to more advanced topics like electrical design and electrical systems. As a student, you will gain both theoretical knowledge and hands-on experience, ensuring you are well-equipped to become a qualified electrician.

Types of Electrician Courses Near Me

There are various levels of electrician courses available, so it’s essential to choose one that aligns with your career goals. Here’s a breakdown of the main courses you might come across:

1. Level 1 and Level 2 Diploma in Electrical Installation

These foundational courses are ideal for those starting their journey. The Level 1 Diploma focuses on the basic knowledge of electrical installation, while the Level 2 Diploma dives deeper into practical skills and prepares you for more advanced tasks.

Both levels cover important areas such as wiring systems, electrical faults, and electrical installations technology.

2. Level 3 Diploma in Electrical Installation

The Level 3 Diploma is for those who wish to refine their skills and become fully qualified electricians. This course provides in-depth knowledge of electrotechnical systems and advanced electrical installations.

It often includes work experience and a skills bootcamp to develop hands-on capabilities in real-world settings.

3. Electrical Apprenticeship

An electrician apprenticeship is an excellent route for those who prefer a more practical approach. This program allows you to earn while you learn, gaining on-the-job training alongside your coursework.

During the apprenticeship, you will focus on electrical installations, maintenance, and design, helping you gain industry-recognised qualifications like the EAL Level.

4. Electrical Installer Course

This course is designed for individuals aiming to specialise in installing electrical systems. You'll learn about the installation of electrical equipment, such as electric vehicle charging stations and wiring systems.

5. Electrical Design Course

If you have a keen interest in designing electrical systems, an electrical design course will teach you to design efficient electrical circuits, control systems, and installations.

Entry Requirements and Learning Support

Before enrolling in an electrician course, it’s important to check the entry requirements. Most courses require a basic understanding of mathematics and physics, though some courses offer additional learning support to help learners with varying skill levels.

Schools and university centres often offer comprehensive learning resource centres where students can access books, software, and other essential materials to support their studies.

Some courses also provide learning support for students who need extra help in areas like electrical science or electrical principles. If you need assistance, many institutions offer careers advice and student life services to ensure a smooth academic journey.

Benefits of Electrical Training Near Me

Choosing to take an electrician course near you comes with a range of benefits:

Proximity: Studying locally means you won’t have to commute far, saving time and money.

Flexible Options: Many training centres offer evening and weekend classes, allowing you to fit your studies around work or other commitments.

Work Experience: Some courses offer work placement opportunities to give you real-world experience in the electrical installation industry.

Real-World Applications of Electrical Training

Once you complete your course, you’ll be ready to work as a qualified electrician. The skills you learn can be applied in various settings, such as:

Domestic electrical installations: Installing lighting, wiring systems, and more in homes.

Commercial electrical systems: Working on larger-scale installations in office buildings, schools, and hospitals.

Electric vehicle charging installation: Installing and maintaining charging stations for electric vehicles.

Electricians are in high demand across the UK, and many go on to specialise in specific areas like electrotechnical engineering or electrical faults repair.

Career Opportunities After Completing an Electrician Course

After completing your course, you will be equipped with the necessary skills to work in a range of roles within the electrical industry, including:

Qualified Electrician: With the right qualifications, you can start your own business or join an existing company as a fully-qualified electrician.

Electrical Engineer: If you’re interested in electrical engineering, you may choose to design and test electrical systems.

Electrical Installation Technician: Focus on the installation and maintenance of electrical equipment and systems.

There are also opportunities to further your career by taking higher education courses in related fields, such as electrical installation technology or electrotechnical systems.

FAQs

1. What types of electrician courses are available?

Courses include Level 1, Level 2, and Level 3 Diplomas, apprenticeships, and electrical installer or design courses.

2. What are the entry requirements for electrician courses?

Basic knowledge of mathematics and physics is usually required, with additional support available for learners.

3. Can I gain work experience during my electrician training?

Yes, many courses offer work placements and hands-on experience in real-world electrical installations.

4. What career opportunities are there after completing an electrician course?

You can work as a qualified electrician, electrical engineer, or electrical installation technician, with options to specialise in areas like electric vehicle charging installation.

5. Are electrician courses available near me?

Yes, there are numerous electrician training centres across the UK, with many offering flexible study options to suit your needs.

Conclusion

Electrician courses near you offer a wealth of opportunities to gain the practical skills and qualifications needed for a successful career in the electrical installation industry. Whether you’re just starting out with a Level 1 Diploma or looking to advance your skills with a Level 3 Diploma, there’s a course tailored to meet your needs. With work experience, learning support, and a range of specialist subjects, you’ll be well-prepared to launch your career as a qualified electrician.

Looking to become a qualified electrician? Alpha Building Services Engineering Ltd offers top-notch electrician courses near you, providing hands-on training, industry-recognised qualifications, and career opportunities. Start your journey today!

[richardtheteacher]

How I Use SEL in My High School Lessons (And How You Can Too!)

Richard James Rogers, Award-Winning Author and Teacher, describes ten which Social Emotional Learning (SEL) practices can be incorporated into High School Lessons.

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati. As high school teachers, we know that our students need more than just academic knowledge to thrive. They need tools to manage their emotions,…

[knick-nudiex]

ESL

English as a second or foreign language refers to the use of English by individuals whose native language is different, commonly among students learning to speak and write English. Variably known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a new language (ENL), these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency, encompassing both learning in English-speaking nations and abroad.

Teaching methodologies include teaching English as a foreign language (TEFL) in non-English-speaking countries, teaching English as a second language (TESL) in English-speaking nations, and teaching English to speakers of other languages (TESOL) worldwide. These terms, while distinct in scope, are often used interchangeably, reflecting the global spread and diversity of English language education. Critically, recent developments in terminology, such as English-language learner (ELL) and English Learners (EL), emphasize the cultural and linguistic diversity of students, promoting inclusive educational practices across different contexts.

Methods for teaching English encompass a broad spectrum, from traditional classroom settings to innovative self-directed study programs, integrating approaches that enhance language acquisition and cultural understanding. The efficacy of these methods hinges on adapting teaching strategies to students' proficiency levels and contextual needs, ensuring comprehensive language learning in today's interconnected world.

Definition and purposes

The aspect in which EFL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the United Kingdom and TESL or TESOL in the United States.

Usage

The term "ESL" has been seen by some[who?] to indicate that English would be of subordinate importance; for example, where English is used as a lingua franca in a multilingual country. The term can be a misnomer for some students who have learned several languages before learning English. The terms "English language learners" (ELL), and, more recently, "English learners" (EL), have been used instead, and the students' native languages and cultures are considered important.

[executiveeducation89]

Executive Journal: Executive Education Best Practices.

A CEO's Tool for Organizational Development and Alignment

Author: Med Jones

January 4, 2005

V1.1

The CEO Challenge

In a global CEO survey conducted by the Executive Education Institute, the number one cited CEO challenge is leading change. The scope, complexity, frequency, and speed of change create significant stress on the organization and its management teams.

The change and rate of change of business regulations, economic conditions, markets, competition, technologies, and human resources pose a high risk to achieving business objectives. The CEO's mandate is to steer the organization in the right direction at the right speed in order to capture emerging opportunities and overcome challenges arising from those changes.

Traditionally, CEOs use presentations, meetings, conferences, and memos to align organizational resources and to get their teams on board. Conventional communications and planning tools have proven less than effective in aligning the performance of the organization and often CEOs need more time and money than desired to achieve the required objectives. This is especially true in large companies with complex organizational structures, or strongly entrenched cultures.

Successful CEOs search for best management practices and tools to help them implement the desired organizational change and develop their team's performance. One valuable and often overlooked tool is the Executive Action-Learning (EAL). If properly designed and implemented, it can lead to much higher return on investment

What is Action Learning?

In the 1940s, Professor Reginald Revans coined the term Action Learning to describe an educational method whereby the participants study their own actions and experiences in order to improve performance. According to Revans, the learning formula is: Learning (L) = P + Q.

where P is programmed (traditional) knowledge and Q is questioning to create insight.

In addition to (P) traditional lecturing/training methods, (Q) questioning enables each person to reflect on and review the action they have taken and the learning points. This would then guide future actions and improve performance.

The Action Learning Model (ALM)

The contribution of Reginald Revans can be seen today in many leadership and organization development initiatives. Since the 1940s, several developments to his original training method have been created. Recently several leading universities and organizations have adopted action-learning methods in their executive training programs. Some are rebranding their executive education from the traditional case method to the action-learning method.

The most advanced action-learning development comes from the Executive Education Institute.  Although Professor Revan's action-learning method is a valuable tool for improving training effectiveness, the Institute's research revealed that superior value can be gained from extending the scope of action-learning to create a new organizational development model (ODM). Rather than merely updating the training methods to include questioning, the Institute proposes the integration of several organization development, change management, and strategic alignment tools with action-learning programs, thus resulting in more effective and efficient organizational change.

When combining the action-learning questioning methods with best practices consulting and facilitation, the end result is an integrated organizational development and alignment program that helps CEOs to achieve organizational objectives effectively and efficiently.

Executive Action-Learning (EAL) vs. Traditional Learning

The Institute Executive Action-Learning (EAL) model differs from the traditional teaching methods that focus on the memorization and presentation of knowledge. EAL focuses on experiential reflection and problem-solving as the major learning tools. The institute's executive education experience proved that management abilities develop better from solving real problems and projects than from reading books or attending lectures.

The EAL model is the core organizational change, development, and alignment tool. EAL differs from traditional academic and training programs in focus, content, and delivery. To highlight the main differences, EAL makes the following paradigm shifts:

·         From academic-driven learning to business-driven learning

·         From ad hoc courses to integrated organization development

·         From theoretical education to experiential education

·         From generic training courses to customized training programs

·         From teacher-driven learning to student-driven learning

·         From passive (listening) to active (doing) learning

·         From a teaching process to an advisory process

·         From lecturing to coaching

·         From memorizing to brainstorming

·         From subjective thinking to critical thinking

·         From conventional thinking to creative thinking

·         From competitive learning to collaborative learning

·         From problem-focus to solution-focus

·         From exams to project-based assessments

·         From knowledge transfer to knowledge creation

·         From learn-and-forget to sustained performance development

·         From divisional training to organizational alignment initiative

·         From training cost to training investment

·         From human resources to human capital

·         From individual knowledge to collective intelligence

·         From intangible benefits to measurable results using key performance indicators (KPIs)

Executive Action-Learning (EAL)

There is a distinction between knowledge and wisdom. Knowledge comes from memorizing business principles and facts. Wisdom comes from experiential insights. In action learning, this can be achieved via skillful questioning and collaboration facilitation by talented consultants. Traditional academic and MBA education focuses on knowledge, while Executive Action-Learning focuses on experiential problem-solving (wisdom).

How to Achieve the Desired Executive Performance

To achieve better business results, Executive Action-Learning (EAL) is designed as a customized and experiential education and alignment process, whereby the management teams collaborate on situation analysis, problem-solving, action planning, and project assessment to improve business performance. This is done in small groups called action-learning teams (ALTs). In this new collaborative learning/working model, the original action-learning is transformed from merely an effective training method to an organizational change and alignment tool. The change program is implemented via a combination of expert education, advisory processes, and collaboration facilitation.

The value of the new EAL is that it can save the corporation a significant cost of hiring an army of expensive consultants to solve organizational performance problems, especially when the information needed is present within the organization. In most cases what is required is simply a guided facilitation and internal collaboration to leverage the collective intelligence of the organization to solve business problems.

Executive action-learning also helps in improving productivity, working relations, and morale. In addition to knowledge-sharing, it is proven that management teams tend to communicate, collaborate,e and work better together when they learn together.

A New Model for Corporate Universities

In addition to traditional off-the-shelf training courses for entry-level staff, the Institute recommends that all corporate management training programs be based on an integrated, customized, and experiential action-learning program that is approved and sponsored by the CEO. Through EAL the organization can achieve the highest return on investment in organizational development efforts in the shortest possible time.

How Does the Executive Action-Learning Initiative Work?

Under an Executive Action-Learning initiative, an integrated organizational development and alignment program is designed by an action-learning expert and sponsored by the CEO. The program consists of several focused action projects that have specific objectives and measurable results. The action-learning expert then facilitates action-learning sessions with the various organizational teams.

The sessions take the form of mini-workshops, where the main focus is problem-solving, brainstorming, and action-planning sessions. Each session is customized to address specific organizational and team needs and must be aligned with the CEO's strategy and business objectives.

Examples of Executive Action-Learning Projects

·         Executive Action-Learning can help CEOs and organization leaders address difficult business questions similar to the following:

·         I made a decision to create a new organizational direction/structure/culture. I need expert support to launch this new organization-wide initiative, help accelerate its development and overcome resistance to change

·         I came up with a new vision/strategy, but is it a practical fit for our organization/market? How do I implement it on the ground level?

·         I'm not happy with our growth rate. All I get is excuses. What can we do to make it happen?

·         We need to overcome communication and collaboration barriers and develop better alignment and cross-organizational teamwork.

·         Developing top talent is a strategic priority; I have these bright new managers that I want to develop to the next level. I need someone to coach them on executive and leadership skills.

·         I need an independent expert to support the development and execution of an effective transition of a merger or acquisition project

·         Everyone has his own interests, agenda, and version of what is right for this organization. I need an external and objective view.

·         The market, technology, and organizations are changing so quickly and we’re not keeping up. We are so busy fighting to keep our customers that we need a fresh perspective to contribute to or validate our new strategic plan.

·         We are about to make a major investment decision. We need to validate our assumptions and decision-making process

·         I want to achieve maximum ROI from our business units, through business model optimization, technology, and process innovations or reengineering, but I do not want to pay a lot of money for a team of external consultants. We know our organization well; what we need an expert facilitator to help guide our efforts

·         There seems to be a gap between our continuously escalating technology budgets and our business returns. How can I align IT/Technology investment with business objectives?

·         We do not have enough time or resources to solve this problem. I need an expert to help us answer the critical questions of what, why, who, when, where and how

·         I need an expert to help my team establish a standard benchmark for executive performance and development measurements

Executive Action Learning (EAL) Implementation Process:

The action-learning program can be implemented in several steps:

·         The Action Learning Expert (ALE) works with the management team to determine key business drivers, desired goals, performance targets, and any constraints or potential bottlenecks. They then establish an integrated program to facilitate organizational (or departmental) development and alignment. The resultant program content, methods, and duration will be tailored to meet participants' needs and budgets.

·         Before each session the ALE conducts a private needs assessment of the individual team members. This can be done onsite, on the phone, or online

·         Executive teams attend short one-day problem-solving and brainstorming sessions. During the sessions, the ALE acts as an independent collaboration and communication facilitator. At the end of the session, the executive team members must deliver an action plan to leverage the new opportunities or overcome the challenges

·         After the session, the ALE supports the organization by working as an advisor, guide, and coach to reinforce the learning and accelerate the required change. The ALE can work physically onsite and/or on a virtual basis

·         After each session the ALE conducts private individual feedback and provides improvement feedback. This can be done onsite, on the phone, or online

·         Offsite Executive Action-Learning sessions can take the form of strategic retreats. Strategic management retreats provide effective off-site planning, business review, and problem-solving sessions away from daily work distractions. Retreats provide a more relaxed and creative thinking environment for better collaboration, brainstorming, and decision-making.

Executive Action-Learning Best Practices

What are the critical success factors (CSFs) of Executive Action-Learning?

To succeed in implementing an action-learning initiative, the leadership team needs to ensure the following:

·         Commitment from top management and team members

·         No hidden agendas. The CEOs must provide air cover. Like any successful meeting, an atmosphere of openness and trust is critical to confronting sensitive internal issues

·         The learning context must be a company-specific working project

·         Scheduled lectures should be kept to a minimum and more time should be spent on action workshops, brainstorming meetings, problem-solving questions, and planning

·         Flexibility in terms of scheduling

·         An independent, skilled,d and experienced facilitator is essential to the success of an action-learning session. S/he must be perceived as an impartial facilitator with no internal agenda or conflict of interest (external management consultants are a better choice than internal staff).

·         The ALE brings together the management team, asks questions to stimulate and validate their planning results and can provide new insights. As an outside advisor, the ALE provides objective validation of assumptions, thinking processes, and problem diagnoses. They also serve as antidotes to the groupthink syndrome

·         ALEs should have a strong understanding of business management, leadership styles, and team dynamics. An understanding of the industry is advantageous but not necessary for the success of the session facilitation

What is the Duration of an Action Learning Program?

A typical action-learning session spans 1-5 days, followed up by breakout review, consulting, and/or coaching sessions on a monthly or quarterly basis.

The total duration of the action-learning program depends on the scope of the project and organizational needs. An action-learning program can take one week to one year. For example, the duration of a collaborative action planning project can be one week, while an M&A or turnaround project can take a year to complete.

Key Action Learning Benefits and Deliverables:

The ALE and the executive teams must provide monthly progress reports to the CEO to:

·         Ensure the team understands and agrees on the vision and direction

·         Ensure that action plans address existing challenges and opportunities

·         Review team performance improvements through facilitation, communication, and collaboration sessions

About the Author

Med Jones is the president of the Executive Education Institute - An Executive Education and Development Organization.

What are Executive White Papers?

Executive papers are succinct work documents designed for communication and problem-solving by the executive team. They are not academic research or theory-based papers, they are experiential opinion articles based on real-world observations and analysis. The papers provide businesses and government leaders with a list of questions, terminologies, and discussion points that can be used to address management challenges and opportunities. The structure of the paper includes three main sections: 1). A statement of the problem or opportunity 2). Analysis of root causes and driving forces 3). Proposed solution and implementation best practices.

Courses and References:

Master Classes in USA, Canada and Europe in January, February, March, April, May, June, July, August, September, October, November, and December

Executive Action Learning White Paper

[phoenixriseequinetherapies]

Equine Empowerment: Strengthen Your Life Through Self-Awareness

Introduction

Discover the transformative power of equine-assisted experiences in fostering self-awareness, emotional resilience, and personal growth. By connecting with horses, you can unlock profound insights into your inner world, build confidence, and enhance your overall well-being. Let the wisdom of these majestic animals guide you on a journey of self-discovery and empowerment.

The Bond Between Humans and Horses

Horses are magnificent animals, capable of expressing many different emotions and creating strong bonds with humans. While films like "Lean on Pete" and "The Rider" may portray this transformational relationship as corny, there is truth to their deep relationship with human partners.

Horse-human interactions in Equine Assisted Learning involve a special form of communication between two animals that allows both parties to learn from one another without using verbal cues. Horses rely heavily on visual cues and body language to understand riders and communicate their intentions; they’re sensitive to even subtle signals such as eye contact or posture changes from riders.

Studies suggest that horses have an impressive capacity to read human body language and facial expressions, an invaluable asset in their relationship. Reading body language helps reduce arousal and fear when confronted by potentially dangerous situations while providing security and comfort that teaches horses to trust humans faster. Horses typically form bonds quickly - often within half an hour after meeting them for the first time!

How Horses Reflect Human Emotions

Horses have long been recognized for their ability to recognize and interpret human emotions through facial expressions, contact calls, whinnies and body contact. Furthermore, research suggests they can even correlate various attentional states through body touch with humans. Equine therapy interventions often utilize these talents as a way of supporting positive mental health and emotional well-being among people with disabilities.

One study used horses in which two animated pictures were displayed at once while a speaker played either joy or anger nonverbal vocalizations at 67 dB, with their heart rates measured before and 15s after visual stimuli. Results demonstrated that when horses saw negative images after hearing voices incongruent to what was expected of them, their HR increased more than normal indicating they misinterpreted it as violating expectations.

Horses recognize an incongruent stimulus as someone who does not meet their expectations of their caregiver, much as humans perceive other individuals, infusing neutral objects with new significance through interactions.

Developing Emotional Intelligence Through Equine Interaction

Horses have an incredible capacity for perceiving human energy and emotions, which makes them ideal partners in developing emotional intelligence. Equine Assisted Learning (EAL), an experiential learning method using horses as part of its teaching methodology, has proven beneficial in developing emotional intelligence competencies among participants in EAL sessions - according to one study published in Journal of Outdoor and Environmental Education participants who engaged with EAL demonstrated increased emotional awareness and empathy after participating in EAL sessions.

Equine-Assisted Activities facilitate healthy relationships between humans and animals by creating an atmosphere of mutual respect. Such interaction encourages high emotional engagement between interactants, cultivating a sense of belonging, trust, and empathy between individuals involved.

As prey animals, horses have extremely effective limbic systems that create and amplify emotions, as well as being highly adept at reading the body language and emotions of other animals. Horses can detect heartbeats from three miles away and sense emotions through physical contact - this makes observing horses an effective way to learn how to read cues and emotions and build trusting relationships with our horses.

Equine-Assisted Activities for Personal Development

Equine Assisted Personal Development (EAPD) is an approach that fosters personal and organizational development by harnessing the horse as an assistant. EAPD teaches participants better communication, problem solving, and leadership abilities that they can apply in everyday situations.

EAPD practitioners with knowledge in safe and effective techniques will ensure the greatest chance of success with EAPD. Look for those certified by an industry association such as Professional Association of Therapeutic Horsemanship International.

Individual EAPD sessions are provided to individuals, couples, and families on a regular basis and tailored to the goals of each person. Sessions often focus on developing muscle memory for specific life skills like self-advocacy, nonverbal communication, assertiveness, creative thinking, team building responsibility, honesty, boundaries empathy in a safe nonjudgmental environment.

Integrating Lessons from Horses into Daily Life

Spiritual connections between humans and horses can provide profound clarity for life's challenges. Listen in as today's guest Gina Yarrish describes her experience with Equine Therapy to understand how it helped her overcome fear, self-sabotage and build confidence.

Horse interaction not only teaches participants to become more mindful of their bodies' physical sensations, but it can also help them tune into their emotional states and become more empathetic towards others - aiding resilience against trauma triggers while strengthening personal and professional relationships alike.

One case study explored how parents of special needs children developed coping strategies through participation in a 10-week horse-facilitated support group. Qualitative phenomenological analysis demonstrated how parents discovered new ways of self-care by connecting with their horses as nonjudgmental partners and mirrors for emotions; insights were then translated into daily activities and coping strategies for improved self-care and quality of life, which they were also able to transfer across relationships in their community, workplace and social services programs.

Conclusion

Equine empowerment offers a unique pathway to self-awareness and personal growth by fostering connections between humans and horses. Through their gentle presence and intuitive responses, horses help individuals reflect on their emotions, build confidence, and develop deeper self-understanding. Embracing this experience can lead to lasting transformation, resilience, and empowerment in all aspects of life.

[shallow-between-stars]

Bestie, Bestie;

My favourite book is The Count of Monte Cristo. I usually reread Austen once a year. I have the Complete Works of William Shakespeare in a very well-thumbed coffee table book.

I am an English teacher. I literally spent last term teaching EAL/D kids all the English words they needed to analyse English Literature and made them do it over and over again until they were prepared to face Year 11 (Junior equivalent) English courses.

ACOTAR and Sherlock Holmes share shelf space in my home library. I suffered through both Twilight and the first Fifty Shades book.

I both read and write fanfiction for a range of media types; and have since I was 14, so for 22 years.

AND the last book I finished reading was about Octagenarian Witches who were Quite Gay (tm) dealing with the fallout of a heist they'd pulled that had gone Quite Badly (tm) twenty years ago; while also trying to save their home from a predatory, misogynistic land baron.

Quite frankly - I have read the shittiest, dullest, most derivative books for adults and the most magical, thought provoking and carefully plotted books for youngsters. I have also read some absolute shit for young adults and some beautifully polished gems for adults.

My second favourite book is a picture book called "The Rabbits" which is a metaphor for the invasion of Australia by Colonists in the 1800s and is aimed at children aged 4-8.

I cannot stand Tim Winton or Bryce Courtenay, and frankly struggle with Tolkien that isn't The Hobbit.

Here's the thing

Whether it's for adults or children or somewhere in-between does not fucking matter one jot.

Being a pretentious snob about books makes others feel shame about what they are reading and does the exact opposite of your goal, bestie. They don't read 'better' books, books that you think they should read...

... they stop reading altogether.

Honestly, I am a HUGE advocate for graphic novels and analysing young adult fiction in schools, particularly language schools. I got my kids reading (and adoring) Wings of Fire in graphic novel form, and they moved on to it in novel form at their own pace. (Given that they are non-native speakers of English, HELL YEAH I am proud of all of them for recreationally reading in English, even if they never got to the "no pictures" stage) They LOVE it. They read and analysed an excerpt from "Flipped" as their final exam for the semester. They also read a language-modified version of Ray Bradbury's "The Veldt" as practice for said exam, because it's a fucked-up little story that's great for teaching foreshadowing; despite the fact that Bradbury was a wanker.

You should never shame someone's reading choices - you should meet them at their level, find out what piques their interest and direct them to more complex forms of the same.

And honestly - I can teach metaphor just as well with The Rabbits (along with the themes of displacement, colonialisation, invasion and genocide) as I can with Animal Farm; and guess which one the kids respond to better? And then once they've got the topic down, we can push into applying those themes to advertisements and campaigning as easily as if we used a harder book; mostly because nearly all of political campaigning and advertisement is written at an 8th grade level.

No babe it’s so cool and hot that you always insist that fantasy books written to meet a 4th graders’ comprehension skills have more complex themes and a greater sense of praxis than anything written for adults

[danielles-tech-blog]

ChatGPT Can Make English Teachers Feel Doomed. Here’s How I’m Adapting

Article from EducationWeek by David Nurenberg (October 16, 2024)

David Nurenberg, a teacher in their 25-year English teaching career, writes about feeling dreadful about his English classes due to ChatGPT. Nurenberg’s high school students have being using ChatGPT to speed their way through their English assignments, similar to 20% of students. Are students learning if they aren’t writing or even thinking about their assignments? Nurenberg and many other teachers are starting to feel hopeless, and that school is pointless due to ChatGPT. Nurenberg outlines major changes to his teaching style and classes due to AI.

Nurenberg has decided to focus his marking on the process of the assignment instead of the product. Instead of using the old school system of focusing on the product and scores as proof of learning, he want to spend more time assessing student’s process of learning. Instead of marking students end products, teachers can assess the complex aspects of an essay: the originalities of ideas, inclusiveness and sophistication of argument. This means examining student’s drafting process (with and without AI assistance), thinking process, depending on student’s reflections and in class discussions. Students can use AI to write essays but learn how to assess these works and decided what to keep, what to modify and why to make these pieces more ambitious, distinctive and personal to them. Teachers marking will be more difficult and time consuming because these things are not as clear cut to mark and teachers will need to provide more supports to students with barriers to discussions (EAL students, social anxiety, etc.). It will also be harder to compare student’s progress against other students for university but maybe university can assess students own progress over time.

Nurenberg wants to reduce the role of writing in his English classroom since several of his friend in their hobs are using ChatGPT. English classrooms can become a place to learn on becoming good speakers, listeners, actively engaging in conversations and how to respectfully disagree. Practicing social interactions and discourse can be more useful to students in a time where technology can correct the grammar and mechanics of writing. Students can learn how to analyze and synthesize competing narratives that are current or historical.

Let ChatGPT take care of the writing while teachers and students focus on the messy work of being human and understanding how to critical examine ChatGPT’s writing.

My thoughts

This article caught my attention because I recently saw a post on twitter of a teacher expressing distress as an educator and feeling like she is an AI detector and not a teacher. I also wanted to read this article because I have my own personal feelings about AI. I think it is important for students to know to read and write. Writing essay’s is an important skill for students because this teaches them how to make an argument and defend it, find credible sources and know how to use previous work without plagiarizing their sources. However, with ChatGPT it is important to be able to assess students learning in different ways to ensure they are still learning these strategies without AI doing the work for them. I really liked Nurenberg’s idea of having students use ChatGPT create and essays and teaching students how to assess whether what is being produced is a good quality and accurate source of information. This is a way to still teach students about the skills required for essays and digital literacy. This process also takes teachers focus away from the end result of work and engaging with them during the process which is just as important. I think ChatGPT and AI have created a scary environment for teachers but it also gives us a challenge to have students learn in a new way and the opportunity to bring new technology into the classroom to teach students how to effectively use these tools.

Teachers can still critique ChatGPT and teacher their students how to also be critical of AI.