Job Description
University College is seeking well-qualified and experienced English language instructors to teach a range of credit- bearing English courses including English for Academic Purposes and General Education English tutorials. University College caters to matriculating students with an IELTS 5.5/Toefl iBT 62/EmSAT1250 and up. Working hours for Instructors for University College include teaching 15 – 18 credit hours per week, providing program support and committee work and holding daily office hours. Instructors are also required to proctor examinations occasionally including weekends. For all English courses, there is a set curriculum and pacing guide, but instructors are encouraged to be pedagogically creative in producing and presenting their own materials and activities in classes. Instructors should be comfortable with educational and instructional technologies including learning management systems such as Blackboard and the use of Smartboards and the integration
January 20, 2021
As she watched her fourth graduating cohort of students sit for their GCE O-Levels, Angelia Wong, an English teacher at the time, began to reminisce about her experience as an undergraduate student at the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore).
Recognising the need to upskill to better provide for the diverse needs of her students, Wong made a decision to return to NIE NTU, Singapore to pursue a Master of Arts in Applied Linguistics (MAAL).
“There was a pertinent and pressing need for me to further hone my craft and stay abreast with the latest pedagogical advancements. This was driven by the need to not only cater to my students’ diverse needs but to also be accountable to them.”
UConn Researchers to Reimagine Dual Language Education
The University of Connecticut has been awarded a $179,000 grant from the U.S. Department of Education’s Office of Postsecondary Education for a new research project centered on reimagining dual language education. The project’s purpose is to improve the ability of dual language programs to promote the equitable bilingualism and biliteracy development of all students through a greater focus on sociocultural competence.
To better understand the role of sociocultural competence among dual language students, the project will focus on upper-elementary dual language teachers in an urban Connecticut school district. (Tetra Images – Erik Isakson/Getty Images)
Language Learning in Anglophone Countries
Challenges, Practices, Ways Forward
Proposes a sociolinguistic, socio-cultural and socio-political approach to language learning
Discusses similarities and differences between Northern Europe, the Americas and Australasia
Covers a broad range of education sectors, including primary, secondary and tertiary settingssee more benefits
Buy this book
Immediate eBook download after purchase Hardcover $159.99
Institutional customers should get in touch with their account manager
This edited book focuses on the state of language learning in Anglophone countries and brings together international research from a wide range of educational settings. Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in di