The main reason for choosing the importance of having varied resources is that it ultimately helps to stimulate the learning environment. If a teacher delivers the same style of lesson every day for twelve weeks at some point one will not be catering for all learning styles and the lack of variety may mean that some learners lose motivation and enthusiasm for the subject studied. It is the role of an educator to inspire learning but one can only fulfil this role if the right resources are used to suit the level and type of learners.
There are many factors that have been explored and documented to explain why people turn to crime. Many of these early criminology theories had at their core, the premise that crime is more prevalent in sectors of society that are deprived and where young people have little education.
In prisons in the UK today education and the attempt to offer skills to a previously unskilled and uneducated prison population has proved successful in part. This work will attempt to discover what factors might put a prisoner off taking up vocational training offered and what measures could be taken to encourage more prisoners to enrol in further education or vocational training.
According to the Foreign Services Institute (FSI), Pashto language is linguistically and culturally considered significantly different from English and is placed in category four with regards to its level of difficulty for an English speaker (FSI, 2011). It requires eleven hundred class hours or forty-four weeks to reach to a General Professional Proficiency level 3 in speaking (S3) and reading (R3) (FSI, 2011). For an English speaker, Pashto can be very difficult to learn because of a variety of reasons. These problems may include grammatical structure, limited vowels, strange alphabets, Arabic writing script, drastic cultural differences, etc. To address this issue, one need to understand what are the real difficulties/problems for an English speaker to learn Pashto language? An exploratory approach is needed to find out the most salient problems involved in Pashto learning.
This main purpose of this action research is not to compare online and traditional face-to-face teaching but merely to prove which one is more suitable for learners with very low literacy skills. At this present moment there is a huge demand for tutors in the lifelong learning sector to incorporate e-learning into their teaching and learning so that learners are equipped with ICT skills with a view that this will enable them to participate effectively in modern society. However, because many of the learners I teach are mature learners who are used to being taught traditionally, have never used a computer before and some do not have English as their first language, they are left struggling with their course.
This paper will examine the role of men in early childcare and education; whether men are fully represented in the childcare workforce, and if not, what can be done to increase the range and availability of training to promote childcare as a worthwhile and credible career option for men.
And the question is….
‘Why don’t more men get involved with the care and education of babies and young children?
What can we do to make this a more attractive career for men, and what are the benefits, if any, of so doing?
Are there barriers to men choosing this pathway which could be removed, and if so, how?’
After lengthy discussions with colleagues at my workplace we realized that there was a continuous pattern of Bangladeshi women returning to do courses over long periods of time. If we assume that action research is about initiating changes and improving practice then the problem of Bangladeshi women finding an English voice seems an ideal subject to investigate. For example this particular problem posed many questions. Why had teaching strategies been effective for the learners from Pakistan, but not the women from Bangladesh? Considering that all the women were of similar ages and had attained the same results at initial assessment why had learning not taken place?
The area of research I have chosen is to look at is the problem of poor uptake of ILM leadership programmes at level 3, 4 and 5. The registrations on these programmes in our centre is falling each year and feedback from enquiries is often that the time to go on the traditional taught programmes is a barrier, as well as travel and accommodation costs to attend. Also leaver rates on these programs are also high with success rates being 25% currently of people starting the programme, 55% of registrations with the ILM. The length of time to complete the programme at level 5 is often over 2 years, compared to target end date of one year.
One of these issues is motivation towards target language, which is a critical area of concern itself for second language Teachers. A major concern to second or foreign language (L2) researchers has been the role played by motivational factors in L2 learning and it is a complex phenomenon as these factors are deep within the students’ mind. And this shall form the central focus of this study. As a teacher of these students, what matters most to me can be summed up in the simple question that forms the basis of my enquiry: What are the attitudes and motivation in Learning English?
Recently, there was a significant increase in the number of international students in the UK. Many universities and college offer courses to international students but the figure shows international students don‟t show their full potential while they have good academic backgrounds from their native countries. It is hard for students to undertake course or research and write in the language that is not their first language i.e. English. Many students struggle with cultural or social as well as academic adjustment in the UK.
This paper will investigate the cultural and language barriers that prevent international students to show their full potential in the colleges and universities. It will also suggest the solution how to cope up the situation and assist students to get full advantages of education facilities in the UK.
The area that I have identified to research is peoples‘ perception of some of the holistic medicine practices in our society today. Although some of these are still frequently described as ―New Age‖ crackpot ideas, others have already been accepted by Western medicine and integrated into our conventional medical system. It seems to have been forgotten that these practices are of a holistic (spiritual) nature that has been lost in some parts of western society.