The Implications of MI Theory in Language Instruction

TESOL Arabia
ESP SIG & Al Ain Chapter
Higher Colleges of Technology Al Ain Women’s Campus
Saturday 19th February, 9.30 am to 12.00 pm
8.30- 9.30
9.30- 10.30
Concurrent sessions
A Report on a Library Search on the
Features of Textbooks and Other
Teaching/Learning Materials
Dr Ehya Amalsaleh &
Dr Mahboobeh Saadat
The Implications of MI Theory in
Language Instruction
Mr. Azzeddine Bencherab
10.30- 11.00
Refreshments and networking
11.00- 12.00
Concurrent sessions
Strategic Learning: How Can You
become a Strategic Vocabulary
Dr Negmeldin Alsheikh
Mr Fathi ben Mohammed
Certificates of Attendance
Participation is free for TESOL Arabia Members.AED 40 for non-members
A Report on a Library Search on the Features of Textbooks and Other
Teaching/Learning Materials
The success of every language teaching/learning situation depends upon successful
integration of its components. Daoud and Celce-Murcia (1979) divide the components into human
and nonhuman elements. By human elements, they refer to the teacher’s and learner’s role in the
act of teaching and learning. By nonhuman elements, they mean the textbook, the syllabus, the
time available, etc.
In teaching/learning a foreign/second language, according to Elset al. (1986), one usually faces
limited time which makes it necessary to look for well-grounded materials. In selecting a textbook,
one has to take several factors into consideration such as the course content which helps the
learner attain the objective(s) of the course, the learner’s level of proficiency and the amount of
time allocated to teaching.
O’keefe (1983) asserts that language syllabus has a very important role in choosing a
particular textbook. He maintains that “a good language syllabus is an expression of the
educational philosophy of the writer and a summary of what is best in the current trends in
language teaching (p.150).” To him, a good syllabus serves as a framework for textbook selection
and in case there is no appropriate book, it helps the development of appropriate materials.
The present study, in general, concerns three issues as follow: First, if a textbook is required at all;
second, what types of textbooks are needed and finally, what criteria contribute to developing
and/or selecting a textbook.
Dr. Ehya Amalsaleh, Paramedical School, Shiraz University of Medical Sciences
Email: [email protected]
Ehya Amalsaleh (PhD) is an assistant professor of TEFL at English Department, Paramedical
School, Shiraz University of Medical Sciences. She has already published four ESP textbooks
for Iranian students. Her research interest lies in analyzing texts within Critical Discourse
Analysis framework as well as methods of teaching writing.
Dr. Mahboobeh Saadat holds a Ph. D. in TEFL. She is currently working in the Department of
Foreign Languages and Linguistics at Shiraz University. Her area of interest includes
language teaching and language testing. She has already published some articles on clozetests, C-tests, and EFL learners’ inter-language.
The Implications of MI Theory in Language Instruction
Mixed ability classes are a fact that no teacher can ignore. It is inconceivable to think about
our classes as being fully homogeneous and that all learners come with the same language
background, learning style and motivation. Gardner’s theory on Multiple Intelligences has helped
teachers and materials’ designers gain a deeper understanding of learners’ profiles. This
understanding has narrowed the gap that might exist between teachers’ practices and learners’
perceptions. An awareness of individual differences in learning has made ESL/EFL educators and
program designers more sensitive to their roles in teaching and learning and has resulted in seeing
to it that teaching and learning styles be matched in order to make the best of their teaching and
develop learners’ potentials in language learning. The presenter will share true and tried
techniques that could be implemented in a foreign language classroom and bring answers on how
teachers can face learning diversity in the classroom.
Mr. Azzeddine Bencherab has been teaching English for more than twenty years now. He is
author of several articles in the States and Japan. Back in his country he taught African
literature, oral communication and writing courses. Presently, he is working for the ADNOC
Technical Institute in Abu Dhabi. His field of interest is developing skills.
Strategic Learning: How Can you become a Strategic Vocabulary Builder
A learner’s cognitive system is considered central to language processing. In this regard, the
leaner constructs, reconstructs and deconstructs information by virtue of being active organizer of
incoming information with processing limitations and capabilities. For ESL/EFL students, vocabulary
is the most important entity of language because vocabulary learning strategies play a crucial role
in second language acquisition and comprehension. This practical and user friendly workshop will
focus on how to become a strategic vocabulary builder.
Dr. Negmeldin Alsheikh is an Assistant Professor of Curriculum and Instruction at the United
Arab Emirates University holding a doctorate degree in Reading Education from Oklahoma
State University, Stillwater, OK (U.S.A.). His research area of interest includes literacy practices,
metacognition and reading, learning strategies, language learning, second/Foreign language
reading, and language acquisition, and children literature. He gave several presentations in
various international and regional conferences on reading and language learning. Additionally,
he published several research articles, books and book chapters related to issues pertain to
reading and writing practices.
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