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Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL) for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student and student–student interactions are not as common as they are in the social constructivist model found in the Anglo- Saxon culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research methods of observation and in- depth interviews of New Zealand English teachers and observed the pedagogical practices in New Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective support of a holistic educational approach for Asian EFL students. Fukuoka JALT - Fukuoka Chapter of the Japan Association for Language TeachingUpcoming events: September 2. Saturday)Listening Skills: Critical in Asian Contexts. Speaker: Alastair Graham- Marr. Sponsored by ABAX publishing, therefore free for everyone. TIME: 1. 8: 0. 0- 2. VENUE : ACROS Building, 2. F, Seminar Room 2 (locations)SOCIAL: No social even has been planned. See all news 2017 Leavers’ Bursary. Congratulations to the 2017 leaving families on raising £204,594.63 to fully fund a new bursary for a girl who would. Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory. Introduction Canadian Language Benchmarks: ESL for Adult Literacy Learners (ALL) | 1 Introduction Literacy is the ability to identify, understand, interpret, create. The Asian EFL Journal is published monthly and presents information, theories, research, methods and materials related to language acquisition and language. The Internet TESL Journal is a free online journal for teachers of English as a second language that includes lesson plans, classroom handouts, links of interest to. Problem-Based Learning and Adult English Language Learners.Julie Mathews-Aydinli Center for Adult English Language Acquisition (CAELA) April 2007. We're able to stay in the room for an hour after the scheduled end of the presentation, so we can hang out and chat there. Learners need huge amounts of comprehensible input to learn a foreign language. And listening is an easy way to get this. It is commonly observed that students who spend time listening to English outside of class (for example, movies, You. Tube, music and so on) do better than those that don’t. However, learners coming from syllable- timed or mora- timed languages (such as Japanese) often lack an ability to comprehend naturally- spoken English. The presenter will demonstrate how listening should be taught to learners from syllable- or mora- timed languages. Bio: Alastair Graham- Marr has his Masters in Applied Linguistics. He's been teaching in Japan for 2. He is an Associate Professor at the Tokyo University of Science. In addition, he is an editor at ABAX Ltd, a specialty ELT publisher. He is currently in the third year of a government research grant into the difficulties that many Japanese learners face when listening to naturally- enunciated English. October 2. 1, 2. 01. Saturday)Good Education Versus Gamification: Who Wins? Speaker: John Wiltshier, Miyagi Gakuin Women's University. Sponsored by Pearson publishing, therefore free for everyone. A peer-reviewed international journal that bridges the gap between research and practice in information design. Identify The Characteristics Of Communication That Is Not Based On Formal Language Systems. Formal Communication Formal communication can be considered as. ClassZone Book Finder. Follow these simple steps to find online resources for your book. This event will also be our official General Meeting and Election. Details forthcoming. TIME: 1. 8: 0. 0- 2. VENUE : ACROS Building, 6. F, Room 6. 05 (locations)SOCIAL: Yet to be confirmed. Why do our students, spend so much time gaming, tweeting, clicking, liking, uploading, texting? As teachers we can critically observe students’ online activities to determine what — if anything — can be utilized for good education. In this presentation, I will present 6 principles that make online games, apps and internet- use so compelling – even addictive – and invite you to draw parallels to what you do in your classes. What this reveals may well surprise you! Then we will shift focus to think about the materials, activities and media we use in class. To what extent do our choices include or exclude these 6 principles? Practical examples, from the newly published o. English Firsthand Fifth Edition, with its online component My. Mobile. World, will be used to demonstrate each principle. After exploring the underlying principles of “addictive” online behavior, together we will go back to reconsider the title. I’m confident you’ll then be able to answer the question: “Who wins?”Bio: John Wiltshier has been a teacher for 2. Professor at Miyagi Gakuin Women’s University in Sendai. He has presented nationally and internationally in Asia, Europe and the U. S., being plenary speaker at the PANSIG conference and twice featured- speaker at the JALT International Conference. John is co- author of the highly successful English Firsthand series – 5th edition, published this year. In addition, he is an author and series consultant (Japan) of the global, six- level primary course, Our Discovery Island. December 2, 2. 01. Saturday)Motivating Learners to Speak. Speaker: Rob Peacock, Oxford University Press. Sponsored by Oxford, therefore free for everyone. TIME: 1. 7: 0. 0- 1. VENUE : ACROS Building, 6. F, Room 6. 05 (locations)SOCIAL: This will likely be the Fukuoka JALT 2. Bonenkai. Stay tuned for details. In this session we will take some time to discuss the difficulties which learners face when developing their productive skills, and then look at some effective methods to motivate students to speak out. I will illustrate those methods by running through some practical classroom activities using the third edition of Smart Choice. Finally, I will introduce some online material which can be used on both PCs and mobile devices to increase exposure to English outside of the classroom. Bio: Rob Peacock currently works at Oxford University Press as an Educational Services Consultant and course coordinator of the Oxford Teachers' Academy. He has spent over sixteen years in Japan teaching students of all ages as well as providing teacher support and workshops.Past events: Fukuoka JALT Summer 2. Beer Garden Party. July 1. 5, 2. 01. Saturday)Tenjin Sky Beer Terrace - on the roof of DAIMARU in Tenjin (level 1. June 1. 1, 2. 01. Sunday)Turning Speaking Tasks Into Assessment Activities. Speaker: Jerry Talandis Jr. University of Toyama)Sponsored by ALMA publishing. VENUE : Seinan Community Center, 1st Floor, Multi- purpose room 2 (ACCESS)One effective way to assess your students' speaking skills is to turn regular language practice tasks into tests. To do that, all you really need is some sort of feedback loop that provides insight into performance. With such a loop, common practice activities can be turned into assessment activities (Brown, 2. Such an approach to oral testing can potentially open up new ideas for assessment that help your students improve their speaking ability. In this practical, theory- driven presentation, we'll cover various strategies for creating such loops by looking at the pros and cons of typical holistic and analytic marking schemes. Guidance for creating effective feedback/marking rubrics will also be provided. Finally, practical issues regarding administration of in- class speaking tests will also be addressed. No previous experience with conducting speaking tests is required; any teacher interested in learning how to implement oral testing in the classroom is encouraged to attend. Reference: Brown, J. D. (Ed.) (2. 01. 3). New ways of classroom assessment, revised. Alexandria, VA: TESOL. Jerry Talandis Jr. English in Japan since 1. University of Toyama. His research interests include pragmatics, materials design, language testing, and professional development through classroom- based research. He is also co- author of the textbook Conversations in Class, 3rd Edition and How to Test Speaking Skills in Japan: A Quick- Start Guide. May 2. 8, 2. 01. 7 (Sunday) Online English Learning: Resources, Activities and Evidence. Speaker: Paul Raine. Sponsored by JALT CALL SIG1. Tenjin, Fukuoka City: Kurume University Satellite Campus. The presenter will argue in favor of a move toward online English learning and teaching resources and activities. He will highlight how computer software can enable learners to build up portfolios of evidence for their language studies, and offer freedom and autonomy not possible through other study means. The presentation will be followed by an introduction of Apps 4 EFL (www. Web- Based Language Learning platform developed by the presenter. Abstract: As English language teachers, our day- to- day profession consists of three main strands: creating resources, administering activities, and gathering evidence of learning from students. These three strands tend to be present no matter what theoretical approach to teaching we adopt. In recent years, we are seeing a move toward online learning for a vast array subjects, and language learning is no exception. Learner Management Systems (LMS) such as Moodle are used by the majority of academic institutions, and there are a wide range of online resources and activities available to English language learners. There has yet to emerge, however, an online platform designed specifically for teachers and learners of English as a Foreign Language. Such a platform should of course provide class management functions, and digital resource distribution facilities. However, it should also provide digital activities specifically geared toward learning EFL, and a way for teachers to track their students progress in these activities. These activities should take advantage of the latest web technologies, including text- to- speech and speech recognition. This is where Apps 4 EFL (http: //www. Apps 4 EFL is a free, cross- device compatible Web Based Language Learning (WBLL) platform developed by the presenter. It aims to bring a range of online English learning activities under one roof, and allow students to study autonomously at any time, in any place, whilst also allowing teachers to track and control their students' learning in detail. April 2. 2, 2. 01. Saturday)Easing the burden of record- keeping. 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Text formatting tools appear automatically for typewriter and text box tools Easily view and navigate through comments. Page- based organization in the comments pane. Page- based organization of comments Reply to Sticky Notes with a single- thread experience. Each annotation is now equivalent to a conversation and all replies appear like a single- thread experience. Single- thread reply experience Draw using Direct. Ink Acrobat now supports Microsoft’s new Direct. Ink technology. It enables you to use your finger or a hardware pen to draw and write more smoothly on PDFs on Windows 1. Preview files Preview files and open popular tools directly from the Home view. When you click a filename in the recent file list, a details panel appears in the right pane showing a thumbnail preview of the file along with frequently used tools. Click to open a tool or select Remove From Recent to remove a file from the recent file list. Preview files from the Home view. Complete Technical Acronyms, Glossary & Definitions for PC, SAN, NAS, QA, Testing, HDTV, Wireless, Linux, Embedded, Networks, Video, Digital, pharma, Unix, Video. Use IE for best view: http:// http:// page missing @ microsoft.com. · Dependency Injection (DI) is a design pattern that takes away the responsibility of creating dependencies from a class thus resulting in a loosely coupled.
JavaScript Quick Guide - Learn Javascript in simple and easy steps. A beginner's tutorial containing complete knowledge of Javascript Syntax Objects Embedding with. I am having issues applying ajax and jquery functions to my multiple files attachment. affected part of my Code below; $(function { $("[id*=FileUpload1. Understanding Dependency Injection. Introduction. If you ever developed ASP. NET MVC applications you probably have come across this term - Dependency Injection. Dependency Injection is a way to implement the Dependency Inversion Principle. Simply put, Dependency Injection is a design pattern that helps a class separate the logic of creating dependent objects.The result of this separation is a loosely coupled system where there is no rigid dependency between two concrete implementations.This article discusses what Dependency Injection is and illustrates its use in an ASP.NET MVC application.Note: Although this article illustrates Dependency Injection using ASP. NET MVC, the underlying principle can be applied to any platform or programming framework.Also keep in mind that this article is intended to explain the Dependency Injection principle and not its specific implementation under ASP. NET MVC. Hence topics such as Containers are beyond the scope of this article. What is Dependency Injection? Dependency Injection (DI) is a design pattern that takes away the responsibility of creating dependencies from a class thus resulting in a loosely coupled system. In order to understand DI you need to be aware of the following terms: Dependency. Dependency Inversion Principle. Inversion of Control (Io. C)Let's assume that you have a simple C# class as shown below: public class Customer. Database. Helper helper. Customer(). helper = new Database. Helper(). }The Customer class declares a variable of type Database. Helper. The Database. Helper class is supposed to be doing some database operations such as SELECT and UPDATE. The constructor of the Customer class instantiates the Database. Helper class and the instance is stored in the helper variable. In this case the Customer class is dependent on the Database. Helper class for its functioning. Thus Database. Helper is a dependency of the Customer class. The problem with the above design is that the Customer class and Database. Helper class are tightly coupled. If you ever need to substitute Database. Helper with some other class (say XMLHelper) then you will have to change the code of the Customer class since it directly instantiates the Database. Helper. To help avoid this, tight coupling Dependency Inversion Principle (DIP) is used. The DIP states that - High- level modules should not depend on low- level modules. Both should depend on abstractions. That means Customer should not depend on a concrete implementation (Database. Helper) but rather should depend on an abstraction. At code level this means the Customer class won't have a variable of Database. Helper type, instead it will have a variable of some interface (or abstract class) type. This is shown below: public class Customer. IStorage. Helper helper. Customer(). helper = new Database. Helper(). }Now, the Customer class uses a variable of type IStorage. Helper interface everywhere. IStorage. Helper is supposed to be an interface that is implemented by the Database. Helper class and all such classes. Thus most of the code of the Customer class is now using an abstraction in the form of IStorage. Helper. Although the above code is better than the original implementation, it still has a problem. The helper variable is still instantiated inside the Customer class. This problem arises because the Customer class is responsible for creating its dependency (Database. Helper). The Inversion of Control principle (Io. C) comes in handy in such cases. Io. C states that the control of creating the decencies should be with the external system rather than the class itself. In the above example this means that the Customer class shouldn't create an instance of Database. Helper, rather it should be received from the external system. Dependency Injection is a way to implement Io. C such that the dependencies are "injected" into a class from some external source. The injected dependencies can either be received as constructor parameters of a class or can be assigned to properties of that class designed for that purpose. The former approach is commonly used in ASP. NET MVC. So, the above code now becomes: public class Customer. IStorage. Helper helper. Customer(IStorage. Helper helper). this. As you can see, the helper instance is now coming from the external world and is being injected into the Customer class through its constructor. Applying Dependency Injection in ASP. NET MVCNow that you understand the basics of Dependency Injection, let's see how DI can be used in ASP. NET MVC controllers. Consider the following controller class: public class Home. Controller : Controller. ICustomer. Repository repository = null. Home. Controller(ICustomer. Repository repository). Action. Result Index(). List< Customer. View. Model> data = repository. Select. All(). return View(data). The above code should be immediately familiar to you because it uses the concept of Io. C and DI as discussed in the previous section. The Home. Controller class declares a variable of ICustomer. Repository. The ICustomer. Repository is an interface designed to implement the Repository pattern and is shown below: public interface ICustomer. Repository. List< Customer. View. Model> Select. All(). Customer. View. Model Select. By. ID(string id). void Insert(Customer. View. Model obj). Update(Customer. View. Model obj). void Delete(Customer. View. Model obj). We won't go into the details of Repository pattern here. Just in case you are not familiar with the Repository pattern read this article to learn more. In the above code some implementation of ICustomer. Repository is injected inside the Home. Controller through its constructor. As you can see the Index() action method calls the Select. All() method on the repository to retrieve all the customers as a List of Customer. View. Model objects. The Customer. View. Model is a simple class that acts as a view model and is shown below: public class Customer. View. Model. public string Customer. ID { get; set; }. Company. Name { get; set; }. Contact. Name { get; set; }. Country { get; set; }. Although the above code seems to apply DI as expected there is a problem. The problem is that while instantiating the Home. Controller for processing the incoming requests, ASP. NET MVC framework uses the parameter less constructor of the Home. Controller. Since our Home. Controller no longer has one, the above code throws an exception at runtime. Luckily, ASP. NET MVC allows you to explicitly specify how controllers should be instantiated. This can be done by creating your own Controller Factory. A controller factory is a class that usually inherits from Default. Controller. Factory class and is responsible for creating controller instances. Once created you need to register your custom controller factory with the ASP. NET MVC framework so that it can use your controller factory instead of the default one. Let's create the custom controller factory first. Have a look at the following code: public class My. Controller. Factory: Default. Controller. Factory. Dictionary< string, Func< Request. Context, IController> > controllers. My. Controller. Factory(ICustomer. Repository repository). Dictionary< string, Func< Request. Context, IController> > (). Home"] = controller => new Home. Controller(repository). IController Create. Controller(Request. Context request. Context, string controller. Name). if(controllers. Contains. Key(controller. Name)). return controllers[controller. Name](request. Context). The My. Controller. Factory class inherits from the Default. Controller. Factory class provided by the ASP. NET MVC framework. The constructor of My. Controller. Factory accepts an instance of ICustomer. Repository. This way the My. Controller. Factory doesn't depend on any concrete implementation of ICustomer. Repository. The code then overrides the Create. Controller() method of the base class. A Dictionary objects maintains a list of controllers in the application. Notice that Home. Controller is being instantiated in the constructor and is stored with a key of Home. The Create. Controller() simply returns this instance of Home. Controller from the Dictionary. Now that the custom controller factory is ready, you need to register it with the ASP. NET MVC framework. To help you with this registration we create a helper class - Controller. Factory. Helper - as shown below: public class Controller. Factory. Helper. public static IController. Factory Get. Controller. Factory(). string repository. Type. Name = Configuration. Manager. App. Settings["repository"]. Type = Type. Get. |
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