Portrait of a Kuwaiti Teacher Essay Sample free essay sample

Nature of the job 1. 1. 1Kuwait Learns to Populate in a Post-Modern Global Context A â€Å"closed† system in the yesteryear. Kuwait is switching to a greater openness in footings of political relations. economic system. and societal life. The constructs of â€Å"globalism† and â€Å"post-modernity† as related to Kuwait. The national educational system as the one being one of the most affected by recent tendencies of globalism and post-modernism. Analysis of recent research on the province of educational personal businesss in Kuwait reveals that English becomes an of import tool of learning/teaching. Attitudes to English as a form of a altering sociolinguistic image. Introduction of the construct of â€Å"sociolinguistics† . It is hypothesised that Kuwait experiences alterations at all degrees. including societal. political. cultural. and educational. The best manner to ease alterations is to better the current educational system. Why is it to be changed? What are its weak points? Construct a instance towards the necessity for futuristic critical research to set up a nexus between teacher professional cognition and linguistic communication cognition. We will write a custom essay sample on Portrait of a Kuwaiti Teacher Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Chapter 2 Researching Context 2. 1 Root to Teaching in Kuwait Overview of the national educational system. Possible features: syncretism. flexibleness. tradition vs. invention. Factors lending to the celestial sphere of the system: faith. societal background. linguistic communication ( Arab vs. foreign ) . Waies to geting a instruction grade. 2. 2 Kuwaiti instructors: Who are they? Positioning of a learning profession in Kuwait. Demographic features of instructors. Critical issues ( prompts: proportion of females and males. age. professional background. possibilities for professional development ) . Emphasis on instructors of English as being the most susceptible for alteration. 2. 3 Conceptualization of Teacher Knowledge in Kuwait 2. 4 Policies of Teaching English in Kuwait Discuss chief tendencies in ELT within the Kuwaiti scene. 2. 4. 1 TESOL: An resistance to bilingualism 2. 4. 2 Methodological attacks to TESOL 2. 4. 2. 1 A learner-centred attack 2. 4. 2. 2 A content-based attack 2. 4. 2. 3 A critical attack 2. 3. 3 Introduction of socio-cultural competency as an of import subscriber to English cognition 2. 4. 3. 1 Definition of the socio-cultural competency 2. 4. 3. 2 Types of cognition within the socio-cultural competency ( content cognition vs. civilization cognition ; little civilizations vs. big civilizations ) 2. 4. 3. 3 Approachs to the preparation in socio-cultural competency 2. 5 Why research the construct of Teacher Knowledge? – strive for a critical attack Chapter 3 English Language: Past and Future. What Should a Teacher Know? 3. 1 Conceptualization of Teacher Knowledge 3. 1. 1 Content ( course of study ) ; 3. 1. 2 Environment ( larning resources ) ; 3. 1. 3 Training ( pattern ) . 3. 2English Languageas Ideology: A Ruling Majority or a Humble Resistance? Describes possible maps of English linguistic communication. 3. 2. 1 â€Å"PetroEnglish† : English as a socio-economic medium 3. 2. 2 Are We Together? : English as a structural medium ( group individuality ) 3. 2. 3 â€Å"Ancestry of an Empire† : English as a socio-political medium 3. 2. 4 English: Modern or reliable? 3. 3 Beyond ELT into Immediate Pedagogy 3. 3. 1 Rapid Anglicisation: The Malayan instance. Malayan pedagogues rushed towards English ages before Kuwait and the Gulf and now they are debating whether that was the right thing to make. 3. 3. 2 English Restricted 3. 3. 2. 1 The instance of Iceland. 3. 3. 2. 2. The instance of Israel. 3. 3. 2. 3 The instance of Syria Small populations use English for specific intents merely and learn everything else in female parent lingua. 3. 3. 3 Forming the instance of Kuwait: The pros and cons of Anglicisation 3. 4 Critical voices: What is missing in ELT within the Kuwaiti scene? Futuristic surveies and arguments about the place of English in Kuwait and the Gulf and the Arab universe. What do we desire of English? Chapter 4 Current survey – methodological analysis and participants 4. 1 The study’s sources: Why listen to novice instructors? The sources will be fresh Kuwaiti ELT graduates. 1 ) They are representatives of the coevals that will populate in the hereafter. and they constitute an active force that will alter the universe. 2 ) So far as they have merely been graduated from the school bench. they will supply interesting point of views of pedagogical theory as being applied to practical scenes. 3 ) It is of import to give voice to instructors and non merely to policy shapers and research workers who are far from the field life. 4 ) Given that the survey is airy and futuristic ; novice teachers’ positions are what forms and ushers it. 4. 2 Research inquiries and hypotheses 4. 2. 1 What are novice teachers’ positions and perceptual experiences of the English Language within the current province of personal businesss? 4. 2. 2 How do novice English instructors conceptualize ‘teacher knowledge’ ? 4. 2. 3 How do novice English instructors perceive the hereafter of the English Language within the Kuwaiti Educational system? 4. 3 Methodology The critical and interpretive/ socio-cultural / societal constructivist man-made paradigm. Data will be collected from pupil instructors on their positions of the English Language within the current province of personal businesss. their ideas on what makes ‘base knowledge’ for instructors and their future mentality in respects to English. The methods employed will be qualitative single and focus-group interviewing. 4. 4 Significance of the survey Chapter 5 Qualitative informations analysis 5. 1 Percepts of English linguistic communication 5. 2 Percepts of instructor cognition 5. 3 Future of English in Kuwait 5. 4 Focus-group interviewing Chapter 6: Findingss – Qualitative informations 6. 1 Respondents’ overall perceptual experiences of the English linguistic communication 6. 2 Respondents’ overall perceptual experiences of instructor cognition base 6. 3 Respondents’ overall perceptual experiences of the hereafter of English in Kuwait 6. 4 Focus-group interviewing Chapter 7: Decision 7. 1 How critical are critical voices? : An overview of findings 7. 2 Percepts of English linguistic communication every bit related to teacher cognition 7. 3 Methodological considerations

John Ray - An Evolution Scientist

John Ray - An Evolution Scientist Early Life and Education: Born November 29, 1627 - Died January 17, 1705 John Ray was born on November 29, 1627 to a blacksmith father and an herbalist mother in the town of Black Notley, Essex, England. Growing up, John was said to have spent a lot of time at his mothers side as she collected plants and used them to heal the sick. Spending so much time in nature at an early age sent John on his path to become known as the Father of English Naturalists. John was a very good student at Braintree school and soon enrolled at Cambridge University at the age of 16 in 1644. Since he was from a poor family and could not afford the tuition for the prestigious college, he worked as a servant to the Trinity College staff to pay off his fees. In five short years, he was employed by the college as a fellow and then became a full-fledged lecturer in 1651. Personal Life: Most of John Rays young life was spent studying nature, lecturing, and working toward becoming a clergyman in the Anglican Church. In 1660, John became an ordained priest in the Church. This led him to reconsider his work at Cambridge University and he ended up leaving the college because of conflicting beliefs between his Church and the University. When he made the decision to leave the University, he was supporting himself and his now widowed mother. John had trouble making ends meet until a former student  of his asked Ray to join him in various research projects that the student funded. John ended up making many trips through Europe gathering specimens to study. He conducted some research on anatomy and physiology of humans, as well as studied plants, animals, and even rocks. This work afforded him the opportunity to join the prestigious Royal Society of London in 1667. John Ray finally married at the age of 44, just before the death of his research partner. However, Ray was able to continue the research he started thanks to a provision in his partners will that would continue to fund the research they had started together. He and his wife had four daughters together. Biography: Even though John Ray was a staunch believer in the hand of God in the changing of a species, his great contributions to the field of Biology were very influential in Charles Darwins initial Theory of Evolution through Natural Selection. John Ray was the first person to publish a widely accepted definition of the word species. His definition made it clear that any seed from the same plant was the same species, even if it had different traits. He was also a fierce opponent of spontaneous generation and often wrote on the subject about how it was an atheists made up nonsense. Some of his most famous books cataloged all of the plants he had been studying over the years. Many believe his works to be the beginnings of the taxonomic system later created by Carolus Linnaeus. John Ray did not believe that his faith and his science contradicted each other in any way. He wrote many works reconciling the two. He supported the idea that God created all living things and then changed them over time. There were no accidental changes in his view and all were guided by God. This is similar to the current idea of Intelligent Design. Ray continued his research until he died on January 17, 1705.