English Teaching Abbreviations Explained

You might be a bit confused by all the English teaching abbreviations that are used in the profession. Here is a list of the most common English teaching abbreviations that are used in the profession with an emphasis on ESL/EFL teaching. ELT: English Language TeachingESL: English as a Second LanguageEFL: English as a Foreign Language The main difference between these is that ESL is English taught to foreign-language speakers living in an English speaking country like the U.S., Canada, England, Australia, etc. English as a foreign language, on the other hand, is taught to those wishing to learn English for their study, work, or hobby needs, but who live in countries where English is not the primary language. Teaching Abbreviations to Know Here are some more important abbreviations related to teaching, teaching certificates, and English exams: A-C AAAL: American Association for Applied LinguisticsACTFL: American Council on the Teaching of Foreign LanguagesAE: American EnglishBAAL: British Association of Applied LinguisticsBC: British CouncilBEC: Business English Certificate, the Cambridge business English exam certificateBrE: British EnglishBVT: Bilingual Vocational TrainingCAE: Certificate in Advanced English, the fourth Cambridge Exam, the standard in English examination throughout the world outside of the U.S., where the TOEFL is preferredCALI: Computer-Assisted Language InstructionCALL: Computer-Assisted Language LearningCanE: Canadian EnglishCAT: Computer Adaptive TestingCBT: Computer-Based TeachingCEELT: Cambridge Examination in English for Language Teachers, which tests the English competency of non-native English teachersCEIBT: Certificate in English for International Business and Trade for advanced levelsCPE: Certificate of Proficiency in English, the fifth and most advanced of Cambridges series of exams, roughly comp arable to a score of 600 to 650 on the TOEFLCELTA: Certificate in English language teaching to adults, the Cambridge/RSA Teaching Certificate also known as C-TEFLA D-G DELTA: Diploma in English language teaching in the Cambridge/RSA Language Teaching SchemeEAP: English for Academic PurposesECCE: Exam for the Certificate of Competency in English at low levels at Michigan UniversityECPE: Exam for the Certificate of Proficiency in English at the higher level at Michigan UniversityEGP: English for general purposesEIP: English as an International LanguageELICOS: English Language Intensive Courses for Overseas Students, Australian government registered centers teaching English to overseas studentsESOL: English for Speakers of Other LanguagesESP: English for Specific Purposes (business, tourism, etc.)ETS: Educational Testing ServiceFCE: First Certificate in English, the third of Cambridges series of exams, which is comparable to a score of 500 on the TOEFL and 5.7 on the IELTSGMAT: Graduate Management Admission Test, which measures general verbal, mathematical, and analytical writing skillsGPA: Grade Point AverageGRE: Graduate Record Examination, an evalu ation test for graduate admission to colleges and universities in the U.S. I-N IATEFL: International Association of Teachers of English as a Foreign LanguageIPA: International Phonetic AssociationK12: Kindergarten through 12th gradeKET: Key English Test, the most elementary of Cambridges series of examsL1: Language 1 or native languageL2: Language 2 or the language you are learningLEP: Limited English ProficientLL: Language LearningMT: Mother TongueMTELP: Michigan Test of English Language ProficiencyNATECLA: National Association for Teaching English and other Community Languages to Adults (UK)NATESOL: National Association of Teachers of English for Speakers of Other LanguagesNCTE: National Council of Teachers of EnglishNLP: Neurolinguistic ProgrammingNNEST: Non-Native English Speaking TeacherNNL: Non-Native Language O-Y OE: Old EnglishOED: Oxford English DictionaryPET: Preliminary English Test, the second of Cambridges series of examsRP: Received Pronunciation, the standard British pronunciationRSA/Cambridge C-TEFLA: Certificate of Teaching English as a Foreign Language to Adults, a professional qualification for prospective EFL teachersRSA/Cambridge D-TEFLA: Diploma of Teaching English as a Foreign Language, the advanced qualification for EFL teachers who have already completed the C-TEFLASAE: Standard American EnglishSAT: Scholastic Assessment (Aptitude) Test, a pre-university entrance exam in the USATEFL: Teaching English as a Foreign LanguageTEFLA: Teaching English as a Foreign Language to AdultsTEIL: Teaching English as an International LanguageTESL: Teaching English as a Second LanguageTESOL: Teaching English to Speakers of Other LanguagesTOEFL: Test of English as a Foreign Language, the most common English proficiency exam for North American universities and colleges, also accepted by some Br itish universities and employers as proof of English proficiencyTOEIC: Test of English for International Communication, pronounced toe ickVE: Vocational EnglishVESL: Vocational English as a Second LanguageYLE: Young Learners English Tests, the Cambridge Examinations for young learners

Unethical Behavior Organizations Should Consider Christian...

In today’s business environment, consumers aware of unethical behavior affecting small and large-scale businesses. In most cases, organizations suffer damage reputation, shareholders options decline, revenue decline and employee moral suffers. In order to prevent unethical behavior organizations should consider Christian Principles when developing policies and procedures to prevent unethical behavior. The role of business in God’s creation is not only the institution that human beings operates in, it is an environment that people are task with carrying out specific duties and responsibilities according to specific laws and regulations. The paper will examine why business matters to God and concepts of Agnosticism, Annihilation, and Adoption. Business Matters to God According to Duzer (2012), In pursuit of God’s purpose, people need to understand the ethical limitations embedded naturally in design of the God’s creation. It is not enough too simply align our businesses purposes with God earthly design, without limitation we still fall short of Gods expectations. God’s creation purpose for business includes businesses that serve the community in a positive way that strides to serve all citizens according to God’s plan. For example, a business might be able to produce more goods and services that would enable the community to flourish. It might create more vocationally rich jobs for its employees by disregarding its duty to provide return to its shareholders (Duzer,

Meeting the Needs of the Youth Free Essays

Youth in my books would be defined as Grade 8 – Grade 12. What makes this a challenging ministry, is the ever changing make-up of the youth. It seems that every 6 months or so you have an entirely â€Å"new youth group. We will write a custom essay sample on Meeting the Needs of the Youth or any similar topic only for you Order Now It is not â€Å"new’ in the normal sense as most of them have been In the youth ministry for a while, It Is that they have all changed and it seems like a â€Å"new† group. They speak of the generational theory, stating that each 20 years or so we have a different generation. I however see a new generation every 2 – 3 years. The culture we live In Is changing at a pace never before experienced. Simply looking at the advancement of technology over the last decade demonstrates for us the enormity of our current growth spurt. Although I fall in the same generation theory category as many of my youth, they are vastly different to me. A change has definitely taken place. I am not sure when It was that I moved out of the â€Å"cool† to â€Å"boring† category but It seems that it has happened. As all this change takes place one can only expect that the needs will also shift. What I wanted as a youth is most definitely not what the youth wants today. And it is herein that the difficulty lies, assessing the needs of the day. Meeting this Need Now that the greatest need has been identified, how are we to meet this need. Let me suggest the following methodology: 1. Clear concise exposition of the Word. There Is no other way to bring a person to the point of repentance. Paul while ministering to an Idol riddled generation, did not soften the truth. No In Acts 17 we see that Paul does not shrink in declaring the whole counsel of God. Paul even goes s far as telling the hostile audience that they need to repent. Too often today those ministering to youth do not want to teach on so called hard truths found In scripture. We are being told by the â€Å"experts† that teaching too much doctrine is not good. At a recent youth workshop we were told that teaching systematically through a book of the Bible â€Å"is Just wrong†. We were told that the youth wants fun filled stories and entertaining challenges and nothing that actually breaks down their self esteem. In saying this however, I do acknowledge that some systematic teaching can be done incorrectly, so as to bore or put anyone off. The clear concise exposition that is needed is one that requires much preparation. The preacher needs to know his audience and has to be diligent to bring the message to bear on that audience. Just as it is no use teaching speed reading to 4 year olds, it is no use teaching Supernaturalism to your youth group. It is my opinion that it takes much more work to teach the scriptures to youth and children than adults. More illustrations are needed, more explanation is needed and bridging the gap requires more work. But at he end of the day Is that not what preaching Is all about? 2. Diligent discipleship 1 OFF to convert the nations. The youth worker needs to work hard at discipline his youth. This takes the form of personal discipleship and the arranging of other discipleship relationships. It is not a dereliction of duties to ask some of the adults in the church to help with discipleship. One youth pastor cannot himself disciple the entire group. This is the primary reason I prefer not to have the main youth meeting on Sunday nights when the â€Å"adult† church meets next door. No, the young people need to get to now the church members and see how they live their Christian lives. This is not a new concept, but simply the Biblical example of having the older men and women training the younger members of the church. (Titus 2:1-8) Discipleship is hard work and time consuming, but also the most rewarding part of my ministry. What a Joy it is to see a young man growing in his walk with the Lord and seeing the same young man’s discernment consistently growing. Loving admonition It is often difficult to admonish one of the people we love and enjoy. We perceive that our admonishment will create barriers in our relationship. However â€Å"faithful are the wounds of a friend†. During my ministry I have seen that even though the initial reaction is not always what we would desire, the long term affects are rewarding. The youth sees that you are willing to admonish so that they can grow in Christ. You are not simply standing by and condoning (sometimes nonverbally) their obvious wrong behavior. This should always be done in love though. Admonishing must be done carefully and lovingly always addressing a pattern of sin and not one isolated incident. As a parent I feel the tension of loving and disciplining daily. None of us parents or youth workers delights in admonishing, but we are commanded by God to admonish. While admonishing I always keep the following two Proverbs in mind Proverbs 13:24 â€Å"He who spares the rod hates his son, But he who loves him disciplines him promptly’ and Proverbs 8:9 â€Å"Do not rebuke a scoffer, lest he hates you; Rebuke a wise man and he will love you. † 4. Purposeful ministry The adage is true, â€Å"if you aim at nothing you will be sure to hit it every time. † In order for the youth ministry to be successful it needs to have a defined purpose. A narrow repose, â€Å"having a large youth group† is not specific enough. Each youth ministry is going to have a different local purpose; I say local as the ultimate purpose should be to â€Å"bring them up in the training and admonition of the Lord†. Some local purposes will be to establish an initial vibrant youth ministry; others will be to effectively reach the local High School, or even to establish spiritual growth in a core group. Whatever your purpose, it needs to be defined and a plan of action developed. It is important to know how you plan to achieve your purpose. What steps are you going to take so as to assure (realizing it is God who builds His church) that your ministry meets the intended purpose? Conclusion While I agree that doing the same today as we did 10 years ago is not going to cut it, I argue that at the heart the ministry is the same. The youth of today has the same fundamental need as the youth 30 years ago – regeneration. If you are serious about meeting the needs of the youth this is where you must begin. Take the above begin to minister to the youth of today. Always keeping 1 Corinthians 10: 31 as your guide. How to cite Meeting the Needs of the Youth, Papers

Poetry carol ann duffy Essay Example For Students

Poetry carol ann duffy Essay In comparison to my second poem, To his Coy Mistress by Andrew Marvel, the main theme is the opposite of love, where a man is lusting for is coy mistress, and presents an argument for why she should let him have her, opposed to traditional values which were held in that era. It describes how one womans chastity Is so Important to her, that she wont give In to his seduction techniques. Queen Kong ;s set In New York and uses places of fraternally such as the Brooklyn Bridge, Bloodinesss and things associated with New York such as yellow taxi cabs. Duffy starts the poem off with l, in the first hand describing the gorillas time in New York in the first stanza. In comparison to His Coy Mistress, the first line of the poem Had we but world enough and time.. , starts off presenting a logical argument of what the man in the poem could offer. However, the first word Had, could be changed for If, as this seems more appropriate due to the fact that if his love is a true love, why must there be arguments or logical reasoning? The second stanza of Duffs poem moves away from the location of Manhattan, and focuses on how the female gorilla and the ;little man first met; at the island where the little an is directing a prize-winning film in which the gorilla stars. Scooped him up in my palm, And held his wriggling, shouting life till he calmed, shows a cliche referring to the common line holding him In the palm of my hand, where a woman Is described as controlling her man. Although, In this line It Is used In a different way to show her love for the little man, even though love is usually shown through hugs and kisses. As Queen King is thoroughly descriptive of her little man, describing IM as nervous, perfectly formed and gorgeous, His coy mistress Is egocentric, as the woman who the poem Is about Is deemed as Insignificant as there Is no description of her whatsoever. This highlights the main difference of love in both poems as the love described in Queen Kong seems sincere as the Gorilla has taken time to describe and talk about her little man, but In HIS Coy Mistress the readers have no Idea who the Mistress Is, The man describes his love for his mistress as immeasurable, one that started ten years before the flood, referring to the Old Testament when Noah took the animals on the boat in protection from the flood which then goes on to the conversion of the Jews which is also in the Old Testament, six thousand years later. He also makes It clear In the line An hundred years should to to praise, that she will be admired for hundreds of years to come but not loved. This poem is not a typical love poem, but rather one of lust. The man in the poem has a humorous and irony tone of voice when describing his exaggeration of love for his mistress. Similarly, humor is used to describe Queen Gongs love for her little man In the line he was small, but perfectly formed which Is comic as a man could not suffice a gorilla. She also describes him to a grape, giving readers the idea of how 1 OFF from a romantic perspective such as his camp each night at dusk, whereas His Coy Mistress uses famous times and places to describe his love such as Thou by the Indian Ganges side, and Deserts of vast eternity. Both poems set cliche romantic scenes but both have different themes and agendas. .u51f3397f035ef902e354a2a582a367df , .u51f3397f035ef902e354a2a582a367df .postImageUrl , .u51f3397f035ef902e354a2a582a367df .centered-text-area { min-height: 80px; position: relative; } .u51f3397f035ef902e354a2a582a367df , .u51f3397f035ef902e354a2a582a367df:hover , .u51f3397f035ef902e354a2a582a367df:visited , .u51f3397f035ef902e354a2a582a367df:active { border:0!important; } .u51f3397f035ef902e354a2a582a367df .clearfix:after { content: ""; display: table; clear: both; } .u51f3397f035ef902e354a2a582a367df { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u51f3397f035ef902e354a2a582a367df:active , .u51f3397f035ef902e354a2a582a367df:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u51f3397f035ef902e354a2a582a367df .centered-text-area { width: 100%; position: relative ; } .u51f3397f035ef902e354a2a582a367df .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u51f3397f035ef902e354a2a582a367df .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u51f3397f035ef902e354a2a582a367df .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u51f3397f035ef902e354a2a582a367df:hover .ctaButton { background-color: #34495E!important; } .u51f3397f035ef902e354a2a582a367df .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u51f3397f035ef902e354a2a582a367df .u51f3397f035ef902e354a2a582a367df-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u51f3397f035ef902e354a2a582a367df:after { content: ""; display: block; clear: both; } READ: GCSE English Literature EssayThe man in His Coy Mistress is tired of wasting time, that he does not have to spend as if a chariot is chasing him and his mistress at their back, and she will die a virgin otherwise. He makes this clear in then Worms shall try that long preserved virginity. The message behind this relates to the famous quote in Latin, Carper Diem. It translates seize the day and typically means that one should take action of the day as life is short. This relates to the poems historical content as it was written in 1650, and the average working class arson only lived till around 50. He then follows on to describe images of her death and grave, where her Honor turn to dust; and into ashes all my lust. This seems to be the main seduction technique of the man behind the poem, logically presenting the argument to his mistress as he clearly has stated that he does not have time to spend. He uses words which are typically used in debates or arguments such as therefore, but and had. He uses similes, and describes what he would like to do her by comparing her to an amorous bird of prey, where readers picture predators earring up their prey, which is what he wants to do his Mistress. He finally finishes the poem on a different note, using metaphysical ideas such as cosmic images to describe something earthly. This micro/macro is shown in the last two lines Thus though we cannot make our sun stand still, yet we will make him run. However, in comparison to Queen Kong, the gorilla describes acts of love performed by her such as He slept in my fur, To massage, Blow on him, and Scratch with care. She describes the love between her and her little man of twelve years describing unnatural things for a gorilla to do to a man, such as sexual/physical acts. She is possessive of him as she refers to him as my man, which is a role reversal as she is a gorilla and also a female. The poem ends in the little mans death, and after his death she wears him now about my neck, which is something humans do to animals, they are stuffed in order to preserve them, and she has now preserved her little man by stuffing him and wearing him around her neck. She now holds him against my massive, breathing lungs, he hears me roar, so he is kept close to her heart at all times.