Does the Model of Language in the National Literacy Strategy Create Failure for Pupils from Differing Language Backgrounds?

The National Literacy Strategy (NLS) was introduced by the government in the wake of the hotly debated issue of falling educational standards in the UK. All schools were required to adopt the NLS Literacy Hour unless they could show their preferred programme would result in raised levels of achievement. My experience of delivering the Literacy Hour has been a process of adaptation to the needs of my pupils, who are drawn mainly from groups whose language backgrounds differ from that which is dominant in school. I have found that the requirements of NLS, together with many of the commercial resources used to teach it, are not appropriate for pupils from these groups and a question arose: is it the pupils who are in some way deficient or is it the approach and the resources being used? This article takes a case study of the use of a commercially produced resource to explore the model of language implicit in NLS, the kinds of resources it generates and the ways in which this creates failure in pupils from different language backgrounds. It then considers the New Literacy Studies and their implications for an alteration in our approach.     

The Concept of Inclusive Education: Teacher Training and Acquisition of English Language in the Hearing Impaired

Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002.     

直译的优势

翻译活动有模拟信息 ,揭示思维模式 ,提供审美乐趣 ,丰富译入语等几大功能。直译在这几大方面具有明显的优势。忠于原作的直译能丰富我们的语法和词汇 ,为我们展现了一个新奇的世界 ,对我们的思维方式和文体风格能起革新的作用     

大学生信息素养现状的分析与探讨

本文对邵阳地区71名大学生进行调查,结果表明：城乡学生在信息素养水平上存在显著差异,且不同性别的学生信息素养也呈现出差异,并在此基础上提出提高学生信息素养的策略。     

大学生职业生涯规划的心理辅导浅析

就业困难的严峻现实给当今大学生带来巨大心理压力,心理问题凸显。大学生职业生涯规划设计中理想过高,就业预期与社会需求不对称,困扰大学生的就业心理,阻碍大学生的就业通道。心理辅导实践有助于树立正确定位,完善良好职业规划设计,促进毕业生与用人单位需求对接、就业理想切合社会实际,有利提高大学生就业率和创业能力。     

大学英语“情景模拟”教学法探析

＂情景模拟＂教学有利于提高学生的英语表达能力和交际能力,有利于调动学生学习英语的积极性、主动性,但是运用情景模拟教学法需要教师和学生转变教学观念,认真设置有关情景,建立一定的评估机制和奖惩机制,并遵循一定的程序,按照模拟前的工作、模拟中的工作、模拟后的工作三个环节展开教学。     

校企合作模式是医药信息管理专业发展的重要途径

介绍了医药信息管理专业的现状,提出了校企合作模式是医药信息管理专业快速发展的重要途径.     

Student Evaluations as Effective Indicators of Learning Outcomes：Evi-dence from Japanese University Students in English Language Courses

The term“student learning outcomes”refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of th...     

China English under the Circumstances of World English

With the spread of English,English becomes a world language.In the process of blending with various cultures of different countries,there are many varieties of English language. China English,as one of English varieties,conveys unique things to Chinese society in accordance with the way English native speakers use English,and plays a vital role in cross-cultural communication,translation and English teaching in China.     

A Study on the Application of the Pictographic Memorizing Method in Senior High School English Vocabulary Teaching

In this paper, upon the pictographic theory and the behaviorist theory, based on Xiang’s(2007) pictographic memorizing method, the author designs the corresponding procedure of the senior high school English vocabulary teaching. This research results show that, the application of the pictographic memorizing method in senior high school English vocabulary teaching is feasible and the teaching effect is relatively good.