Engaging Language Learners by Making the Learning Real It is well documented in cognitive science that learning does not take place until it is either shared or applied. Therefore, a major problem in language learning is its lack of reality. By engaging foreign language learners in real activities that use the target language the learning can be enhanced and accelerated. This study covers the use of Videos in the major interest field of third year culinary arts students to help them learn Italian. By using Educational Videos created for other educational aims, such as learning cooking techniques, the language learning becomes part of the engaging activity in their major interest and seems incidental. A study using Jamie Oliver’s Great Escapes to teach Ab Intio Italian to third year culinary students shows great potential for combining students’ major interest with Ab Intio language learning. It can both accelerate the language acquisition and enhance the major subject, especially with vocabulary, since the words presented are those the students already use quite frequently. The documentary is not entirely in Italian, but incorporates many useful words for cooking into the dialogue as techniques are demonstrated visually. Since any text that is focused upon one subject will be limited in vocabulary to that subject, the target set of terms becomes naturally smaller and easier to learn. Rather like scaffolding, this makes a connection with something in which the student has an intense interest creating a reality and allowing the students to actually to share and apply the language to their every day activities. It also has the effect of increasing interest in the language, thus motivating the students. Using Jamie Oliver’s Great Escapes Videos to Teach Ab Intio Italian There are 250 articles in the EBSCO database about Jamie Oliver, so he is definitely a popular television star chef. In looking at the series Jamie’s Great Escapes it is easy to understand why. His shows are not just about cooking, but include history and culture and authentic Italian language. By integrating visual images with written text, digital stories can be used to enhance and accelerate student comprehension (Burmark, 2004; Robin, 2008). Making content and connections relevant to students’ lives helps bring meaning and purpose to instruction in all content areas. Dewey (1912) challenged educators to meet students where they are, and these students are in the kitchen. By using a documentary series that focuses upon what most interest these students, the learners are engaged and motivated to learn what is important to the understanding of their craft. If we look carefully at these documentary episodes we see that they make the language very real. It is part of the cooking and the culture. Food is an intimate part of any culture, as is languages. Therefore it is no surprise that they go well together. They are central to who we are and understanding this idea helps us understand why these videos work so well. The lives of these students center around food. That is the center of their culture as culinary arts students. However, in order to become really great chefs, they must understand the food they cook and the culture in which it developed. In the first episode, Jamie Oliver says, himself, that he went to Italy to learn about the food and culture, to get away from his hectic life and absorb the Italian
means of teaching first year students ab initio level Italian. The students are honours degree level students in Culinary Arts. The documentary is called 'Jamie Oliver - the Great Escape. I use the DVD version but it is also available on youtube. This documentary is proving very useful on a numbe of different levels…
Although diversities in categorical arrangement of data can be observed in performance summaries, the basic elements for dynamic teaching is still present in most forms, depicting the significance of developing better academic strategies for reaching out to students in higher educational settings.
God taught Adam certain principles needed to be observed in his life; however, Adam failed to learn these principles properly and committed the first sin. Adam failed to obey the instructions of God because of his inability in understanding the instructions of God properly even though he was an able human in all the other respects.
The subsequent smart phone emerged as an innovation of the cell phone. Though the cell phone was hailed as a dramatic advance in wireless communication, it is the humble predecessor of the smart phone. The cell phone in its origins was basically meant merely for voice communications.
Using Manipulatives in Teaching Math for High School Students with Learning Disabilities
There are different forms of manupilatives; they can be, dried beans, sticks, stones, bottle tops, small pieces of wooden blocks, cubes cuboids. The manupilatives are used to introduce practice, or remediate math concept.
According to Kroll (1990), the learning of a second language (L2) has been an uphill task for many students. This has been attributed to the difficulties associated with learning of L2. Afzal (2010) clearly states that, students’ motivation is a crucial issue, with respect to the importance of their academic performance, as well as in their professional life.
Academic success, it is taught, leads to a successful career and an eventual blissful life. Despite the increase in competitiveness and the urge to make it to the top, however, research by ACCG Counseling Services (2013) has revealed that there is an increasing trend towards a low level of academic performance among students.
As a result, they are often delayed in their development and their expected learning milestones. For students who are second language learners, the process of learning is even more difficult because they cannot understand the medium of instruction. The challenge is for teachers to develop strategies which can help manage these learning difficulties and barriers.
Manupilatives are used to bridge the gap between informal Math and formal Math. To achieve these objectives manupilatives used in classroom instruction must fit the development level of the students (Case et al, 2009). Young