Month: August 2016

Educational Reform

6th) The two moments were asked to respond adequately to participants in a serious and responsible approach to each survey, stressing the need to answer the entire questionnaire, seeking to avoid abstentions, if possible. 7) The survey raised in the first part general information such as whether or not he teaching, nationality, if you speak Guarani or not, and whether or not Guarani studied. Among the specific data, in part, included four questions: whether or not to important to include the Guarani in bilingual education, if not considered important to implement bilingual education in educational reform, if you know at least one grammatical difference between the Guarani and the Castilian, and if it considers that an understanding of the grammatical differences between the Guarani and the Castilian, can collaborate in its best performance and teachers. These four specific questions were presented again at the end of days, in order to estimate the positive or negative attitudes of the participants on these questions, starting as soon as knowledge and understanding of the grammatical differences between the Guarani and the Castilian. 8) The questionnaire surveys were conducted closed, ie, with the only options to respond with "yes" or "no." We decided to present this type of survey taking into account that the four specific approaches do not allow, in our opinion, vague and imprecise answers, even more so considering that the participants are teachers and students in teacher education, currently associated with the Educational Reform and bilingual education. 2.2.2. Relevant aspects of the results of the survey respondents overall Total: 245 Teachers in exercise: 209 (85%) Guarani Talk: 236 (96%) Students teaching: 36 (15%) but does not speak Guarani means: 6 (2, 5%) does not speak and do not understand Guarani: 3 (1.5%) in the initial result that only the 12% of respondents claimed to be familiar at least one grammatical difference between the Guarani and the Castilian, for having participated in similar conferences on the subject. .

Chilean Government

The Chilean Government gives priority to education and housing in Santiago of Chile reconstruction, 19 mar (EFE).-the Chilean Government today announced the first package of measures for the reconstruction of the country after the February 27 earthquake, which gave priority to the repair of the damaged schools and protection of families that lost their homes. Read more on EFE via Yahoo! News Blogs related Yahoo! Answers Blog Archive The Yahoo!. .

Intermediate English

You never came to mind, why cover Murphy’s blue has the inscription “for students of secondary level, but the book itself contains material that can be used to pass the exam, even on the first level certificate from the anlgiyskogo language (FCE), which is studied in class for the advanced level? From here it turns out that starting from publishers and instructors, and ending with the teachers, all use different measuring levels of language. There is a common level scale of gradations of knowledge of foreign languages, which was established by the Association of linguists in Europe (ALTE). According to her, all students are divided into 6 levels: from the minimum basic to mastery (level of native speakers). By this scale, take exams, for example, in Cambridge. All publishers of dictionaries, collections of grammar, teaching aids and reference books from the UK also rely on this scale. If you take on the whole, then the scale used by all types publishers of textbooks for all except the largest group – the basic English courses. Oddly enough, the basic English language courses use their grading scale for their textbooks.

Here’s an example: Headway, True to Life and others, using a scale that divides the low level and covers only half way and learning from zero to perfect. The last base rate is approximately equal to the average Advanced level (level 3). This scale consists of: – Beginner – Elementary – Pre-Intermediate – Intermediate – Upper-Intermediate – Advanced This scale used by the majority of courses that use a communicative approach to language learning, in our case English.