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Literatura académica sobre el tema "English for kids"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 15 de febrero de 2022

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Artículos de revistas sobre el tema "English for kids"

Krajka, Jaroslaw. "ENGLISH+KIDS". CALICO Journal 20, n.º 2 (30 de noviembre de 2017): 393–404. http://dx.doi.org/10.1558/cj.35173.

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Yuli Choirul Umah. "Fun English language learning for Kids". EDUTEC : Journal of Education And Technology 2, n.º 2 (30 de marzo de 2019): 32–37. http://dx.doi.org/10.29062/edu.v2i2.28.

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Currently, the English language introduction in elementary school, where subjects are not too needed for children, but for the author himself has a different opinion. For English writers need to be introduced to children. The introduction of English for children is certainly in a way that is different from secondary school children, such as JUNIOR and HIGH school. The introduction of English for children with the intent of not burdensome, does not make the child bored, packaged in the form of play while studying, or even the sense of not learning but play that gives them English skills. Singing, games, drawing, coloring, storytelling, and more are effective methods for introducing English to children.

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Raden Agus Budiharto, S. Agus Santoso y Ratna Ani Lestari. "Pengenalan English Vocabulary Pada Anak Usia Dini Melalui English For Kids". Dinamisia : Jurnal Pengabdian Kepada Masyarakat 5, n.º 2 (5 de abril de 2021): 287–93. http://dx.doi.org/10.31849/dinamisia.v5i2.4423.

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Given the English vocabulary instructional method used by teachers of PAUD Qurrotul Uyun Pamekasan is not groundbreaking and varied since they constantly teach the English vocabulary from the textbook, additionally they never employ a modern technology tool such as smartphone gadget. Despite the fact that they frequently bring the gadget when the teaching learning porcoses in the class is occurring. In view of that the learning atmosphere becomes unappealing, the pupils becomes passive and dependent learners. Hence the aim of community service activity is to give pupils of PAUD Qurrotul Uyun Pamekasan training regarding English vocabulary learning employing English For Kids application. Method used in this community service is training by utilizing steps with activity theoretically and practically. The results are to be able to enhance pupils’ leaning motivation, to be able to lessen pupils’ boredom while learning, as well as to be able to create pulpils become autonomous pupils.

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Mahmoud, Salameh S. "Saudi Parents' Perceptions of the Kind of Help they Offer to their Primary School Kids". English Language Teaching 11, n.º 3 (18 de febrero de 2018): 102. http://dx.doi.org/10.5539/elt.v11n3p102.

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Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and objectives and most of the time their help is in the wrong direction. This study aims at investigating the Saudi parents’ perceptions of the kind of help they offer to their primary school kids in order to decide which help is constructive and which is misleading. To this end, the researcher designed a 29-item questionnaire divided into three categories under three subtitles and distributed it to one hundred parents. The results of the study showed that the majority of parents agreed that a healthy constructive parents-teachers relationship is very important for a successful kid at school. It also showed that the parents' help whether direct through helping the kid in homework, assignments or projects or indirect through saving a motivating environment or involving him in cocurricular activities is vital for a fruitful academic life for kids. The study recommended that certain kinds of help such as direct translation to L1or the exaggerated help that sometimes reaches to doing assignments on behalf of kids should be avoinded.

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Bitter, Gary Glen y Dr Rusen Meylani. "Effect of an m-Learning English Speaking Software App on Students in the Chiang Rai Municipality Schools 6 and 7 in Thailand". International Journal for Innovation Education and Research 4, n.º 11 (30 de noviembre de 2016): 82–100. http://dx.doi.org/10.31686/ijier.vol4.iss11.9.

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Thailand is beginning to emphasize the teaching of elementary, junior and senior high students to speak English. One of the key problems has been the availability of an effective English learning program. This research study evaluated the effects of a mobile English speaking software app (Qooc o Kids English) for two schools using mobile devices in which 95% of the phones were Android, The research questions’ focus was on English speaking ability. Qooco Kids English is an online program delivered via a mobile device. The Qooco Kids English App w as used to teach children to speak English fluently by providing English audio models and frequent speaking practice with immediate actionable feedback on the English speaking of the students. Qooco Kids English has twelve instant feedback lesson modules w ith gamified, progressive lessons which result in faster and more engaging learning lessons. Through a pre post experimental design, the researchers studied the speaking ability of 192 grade 5 and grade 6 students in Chiang Rai Municipality School 6 and 89 Junior and senior high students in Chiang Rai Municipality School 7 for one semester in Thailand. Specifically, effects on students' English speaking ability after one semester were measured through the iTest pre and post tests. The significant statistic al findings indicated that the Qooco software English speaking app increases student achievement in both spoken and written English for Grades 5 and 6 as well as junior and senior high school students.

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Bitter, Gary Glen. "Effect of an m-Learning English Speaking Software App on Students in the Chiang Rai Municipality Schools 6 and 7 in Thailand". International Journal for Innovation Education and Research 4, n.º 12 (31 de diciembre de 2016): 154–72. http://dx.doi.org/10.31686/ijier.vol4.iss12.71.

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Thailand is beginning to emphasize the teaching of elementary, junior and senior high students to speak English. One of the key problems has been the availability of an effective English learning program. This research study evaluated the effects of a mobile English speaking software app (Qooco Kids English) for two schools using mobile devices in which 95% of the phone s were Android, The research questions’ focus was on English speaking ability. Qooco Kids English is an online program delivered via a mobile device. The Qooco Kids English App was used to teach children to speak English fluently by providing English audio models and frequent speaking practice with immediate actionable feedback on the English speaking of the students. Qooco Kids English has twelve instant feedback lesson modules with gamified, progressive lessons which result in faster and more engaging learning lessons. Through a pre post experimental design, the researchers studied the speaking ability of 192 grade 5 and grade 6 students in Chiang Rai Municipality School 6 and 89 Junior and senior high students in Chiang Rai Municipality School 7 for one semester in Thailand. Specifically, effects on students' English speaking ability after one semester were measured through the iTest pre and post-tests. The significant statistical findings indicated that the Qooco software English speaking app increases student achievement in both spoken and written English for Grades 5 and 6 as well as junior and senior high school students.

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Saraswati, Ria y Tiarma Ika Yuliana. "Sosialisai Aplikasi Hello English Kids kepada Ibu PKK RW 10 Kampung Tengah". J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, n.º 2 (20 de octubre de 2020): 125. http://dx.doi.org/10.30734/j-abdipamas.v4i2.465.

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ABSTRACTThe learning process especially for learning English will be more fun, not boring and easy to understand for children if it uses the right learning media which can foster children’s reading and writing abilities. Learning media is a tool that serves to convey learning messages. Media in learning has a function as a tool to clarify the message conveyed by the teacher. The media also functions for individual learning where the position of the media fully serves the learning needs of students. Multimedia is one source of teaching or alternative media in learning English that can integrate and link elements of the human physical environment in the dimensions of space. It predicts one of the interactive multimedia learning that to improve children’s reading and writing abilities is the learning media in a mobile phone application called Hello English Kids: Learn English. Hello English Kids Media: Learn English predicted to improve children’s reading and writing skills because this media teaches English to children in a fun, effective way and can build a strong foundation for their language development so it can attract attention, curiosity, arouse enthusiasm and fun for children.Keywords: reading, writing, multimediaABSTRAKProses pembelajaran khususnya untuk pembelajaran Bahasa Inggris akan lebih menyenangkan, tidak membosankan dan lebih mudah dipahami anak jika menggunakan media pembelajaran yang tepat yaitu media yang dapat menumbuhkan kemampuan membaca dan menulis anak. Media pembelajaran adalah sebuah alat yang berfungsi untuk menyampaikan pesan pembelajaran. Media dalam pembelajaran memiliki fungsi sebagai alat bantu untuk memperjelas pesan yang disampaikan guru. Media juga berfungsi untuk pembelajaran individual di mana kedudukan media sepenuhnya melayani kebutuhan belajar siswa. Multimedia adalah salah satu sumber pengajaran atau media alternatif dalam pembelajaran Bahasa Inggris yang dapat memadukan dan mengaitkan unsur lingkungan fisik manusia dalam dimensi ruang. Salah satu multimedia interaktif pembelajaran yang diprediksikan dapat meningkatkan kemampuan membaca dan menulis anak adalah media pembelajaran yang terdapat dalam aplikasi telepon seluler bernama Hello English Kids: Learn English. Media Hello English Kids: Learn English di prediksikan dapat meningkatkan kemampuan membaca dan menulis anak karena media ini mengajarkan Bahasa Inggris kepada anak dengan cara yang menyenangkan, efektif dan dapat membangun fondasi kuat untuk pengembangan bahasa mereka sehingga dapat menarik perhatian, rasa keingintahuan, membangkitkan semangat serta menyenangkan bagi anak.Kata kunci: membaca, menulis, multimedia

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Tarricone, Simona. "Effects of Dietary Extruded Linseed (Linum usitatissimum) and Oregano (Origanum vulgare) on Growth Traits, Carcass Composition and Meat Quality of Grigia di Potenza Suckling Kids". International Journal of Agriculture and Biology 25, n.º 05 (1 de mayo de 2021): 1147–52. http://dx.doi.org/10.17957/ijab/15.1775.

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The aim of this trial was to compare the influence of supplementing diets with extruded linseed and oregano on growth parameters and meat qualitative traits in Grigia di Potenza breed suckling kids. Twenty-four male kids, exclusively fed milk from their dams, were assigned to the following diets: C) group control fed without any supplement; L) group fed control feed containing 3% extruded linseed (Linum usitatissimum L.); and LO) group fed control diet with 0.6% dried oregano (Origanum vulgare) and 3% extruded linseed. Growth performance as well as slaughtering traits and meat cuts of kids were not significantly influenced (P > 0.05) by dietary treatments. Conversely, kids in linseed group reported the lower (P < 0.05) percentage of dissectible fat in leg and loin. The meat from Longissimus lumborum and Semimembranosus muscles of kids in linseed diet had the lowest (P < 0.05) cooking loss percentage, whereas the proximate chemical composition of both meat muscles did not vary among treatments (P > 0.05). The experimental diets partially modulated the kid meat fatty acid composition in both muscles, where feeding linseed and oregano improved (P < 0.05) the content of DPA and reduced MUFA. Based on the current findings, it can be concluded that linseed and oregano supplementation can be used in goat diet as no significant detrimental effects on productive performance and meat quality of suckling kids were observed. © 2021 Friends Science Publishers

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Zenkov, Kristien, Anthony Pellegrino, Corey Sell, Marriam Ewaida, Athene Bell, Megan Fell, Sam Biernesser y Megan McCamis. "Picturing Kids and “Kids” as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners". New Educator 10, n.º 4 (2 de octubre de 2014): 306–30. http://dx.doi.org/10.1080/1547688x.2014.965107.

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Hopps, Helen, Sandra Tyler y Beth Warner. "Working with D.C.'s Homeless Hispanic Street Kids". Practicing Anthropology 11, n.º 2 (1 de abril de 1989): 6–7. http://dx.doi.org/10.17730/praa.11.2.j388821t68323353.

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It's illegal to be a homeless minor in the United States. And if you happen to be a young Hispanic on your' own, without much English or any papers, you've really got problems. This is the predicament faced by an unknown and largely ignored number of young people in the cities of North America. Working with street youth (designated by the federal government as PINS—Persons in Need of Supervision) is different from working with homeless adults or homeless families.

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Tesis sobre el tema "English for kids"

Han, Keunah Lee. "Academic Performance and Cultural Adaptation of South Korean Parachute Kids". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168570.

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Urban Education
Ph.D.
This study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance. Korean children who came to the U.S. for educational purposes without their parental supervision are called `Korean Parachute Kids'. They have several characteristics: most of them come from high SES families, their parents have high expectations of their children and force them to go to the U.S., Korean Parachute Kids are pressured to attend Ivy League colleges, and their parents tend to compensate for their absence with money or presents. Korean Parachute Kids who come to the United States without their parents encounter many problems, both academically and socially. Many Korean Parachute Kids struggle to adjust and face academic failure due to language barriers, cultural differences, and the different curricula in the U.S. This failure occurs even though acquiring an education is the reason for Korean Parachute Kids' stay in the U.S. and is what their parents have invested exorbitant amounts of money. In light of the absence of their parents, many Korean Parachute Kids' behaviors go unchecked, which may, in turn, cause these children to be maladjusted in many aspects of their school lives. Korean parents' high expectation for their children's academic success is regarded as one of the factors that cause their children to misbehave. Research is needed in order to inform Korean parents and Korean and U.S. society about the academic and social implications of early study abroad for Korean children. Guidelines should also be provided in order for Korean parents to discern what the good and bad aspects of early study abroad in the U.S. are for their children. This research will also be beneficial to educators in America in that they will be aware of Korean Parachute Kids' academic and social difficulties in school since the number of Korean Parachute kids who study in the U.S. continues to increase.
Temple University--Theses

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Repo, L. (Leo). "Here’s Rode the laiskimus laiskimus:heteroglossic resources and translanguaging in the communication of third culture kids". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201711303230.

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The focus of this pro gradu thesis is on observing situations of flexible language use and heteroglossic resources within the spoken language of third culture children in Namibia. The study was conducted as qualitative research and the method used for analyzing the data was by observing the languaging habits of the participants in the video material. The research material includes self-recorded video and audio material for the use of which written consent has been received. The participants’ names have been changed to protect the anonymity of the subjects. The analysis is focused on the communication methods of the children in the family. The theory is based upon modern theories on heteroglossia and translanguaging, but will also take into consideration more traditional viewpoints on bilingualism and code-switching. The concepts of heteroglossia and translanguaging will allow for an analysis of the material that is not restricted by traditional linguistic boundaries and will also take into consideration the culture and identity of the participants. The results of this thesis can be used to understand the situations in which switching between different languages happens and the outlying social and cultural factors affecting the use of multilingual repertoire. I have come to the conclusion that language use is not only a factor of linguistics but the linguistic decisions often mirror the identity or social status of the speaker. The speakers often make the decision to use a certain language in a way that fits their identity, culture and the social constructs surrounding them. The results of this thesis will provide some insight on why code-switching happens and how flexible language use can be seen as something that provides an opportunity for fluent self-expression through diverse use of an individual’s linguistic repertoire, and not as something that reflects linguistic competence
Tämän opinnäytetyön tarkoituksena on havainnoida joustavan kielenkäytön tilanteita ja heteroglossisten resurssien käyttöä Namibiassa asuvien lähetyslasten puhutussa kielessä. Painopisteenä on keskittyä tilanteisiin, joissa kieltä vaihdetaan huomioiden samalla mahdolliset kulttuuriset ja yhteiskunnalliset tekijät, jotka vaikuttavat kielen vaihtumiseen. Tutkimus toteutetaan kvalitatiivisena tutkimuksena ja tietojen analysoimiseen käytettynä menetelmänä toimi havainnointi osanottajien kielellisistä valinnoista ja resursseista videomateriaaleissa. Tutkimusaineistoon kuuluivat äänitetyt video- ja äänimateriaalit, joiden käyttämiseen on saatu kirjallinen suostumus. Videomateriaali keskittyy perheen lasten viestintämenetelmiin ja osallistujien nimet on muutettu henkilöiden nimettömyyden suojelemiseksi. Tutkimuksen teoria perustuu heteroglossisten resurssien ja joustavan kielenkäytön nykyaikaisiin teorioihin, kuitenkin huomioiden myös perinteisemmät näkemykset kaksikielisyydestä ja kielenkäytöstä. Heteroglossia käsitteenä mahdollistaa aineiston analysoimisen tavalla, jota ei rajoita perinteiset kielelliset rajat. Tämä mahdollistaa samalla myös osanottajien kulttuurin ja identiteetin huomioimisen. Tämän opinnäytetyön tuloksia voidaan hyödyntää, kun pyritään ymmärtämään kielellisiin valintoihin vaikuttavia kulttuurisia ja sosiaalisia tekijöitä. Kielelliset valinnat eivät liity vain kielitieteeseen, sillä valinnoillaan puhuja voi osoittaa kuuluvansa tiettyyn kulttuuriin, ryhmään tai omaksuvansa tietynlaisen identiteetin. Puhujat tekevät usein päätöksen käyttää tiettyä kieltä tavalla, joka sopii heidän identiteettiinsä, kulttuuriinsa ja ympäröivään sosiaaliseen rakenteeseen. Tämän opinnäytetyön tulokset tuovat lisäarvoa sille, miksi kieltä useimmiten vaihdetaan ja kuinka joustavaa kielenkäyttöä voidaan pitää asiana, joka tarjoaa mahdollisuuden sujuvaan itseilmaisuun ja uusien kielien oppimiseen

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Chen, Dong Qi Kayla. "Gender-related differential item functioning analysis on the GEPT-kids". Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953512.

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Ulrey, Kathleen S. "Dinner needs cooked, groceries need bought, diapers need changed, kids need bathed tra[c]king the progress of need + past participle across the United States /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/716.

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Zheng, Shu Hui Sara. "A study of listening proficiency of young learners in Zhuhai based on GEPT-Kids". Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953790.

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Ridley, Jackie. "Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159533670252271.

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Baginski, Ruth Lee Dewald. ""The orange-box kids" : a study of the motivations toward reading and writing of rural South Carolina high school students in a developmental reading and english class /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214939997.

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Sabadin, Marlene Neri. "O ensino de inglês em uma escola pública municipal do oeste paranaense: um estudo de caso etnográfico". Universidade Estadual do Oeste do Parana, 2006. http://tede.unioeste.br:8080/tede/handle/tede/2534.

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Made available in DSpace on 2017-07-10T18:56:39Z (GMT). No. of bitstreams: 1 Marlene Neri Sbadin.pdf: 1066017 bytes, checksum: 0c75d13c62956d0f8cf85497b556e220 (MD5) Previous issue date: 2006-03-03
This research was carried out in a West city of Paraná State. Its goal was to analyze the introduction of English as a Foreign Language for children in elementary school. To reach this goal some classes had been recorded and analyzed in order to describe the teacher-student interaction and the activities in the classroom. Besides that some interviews had been done with the principal and the teacher of English as a way to collect information about the curriculum, language teaching planning and the school facilities to improve the English learning process. For this reason it was used ethnographic microanalysis as classes observation, field diaries and research of other educational documents. To analyze the data collected in the English Language classic authors had been read to accomplish the research and to comprehend the data. It was noticed that the quantity of input during the English class had been scarce, characteristic very similar to English classes to teenager students, from 5th grade to 8th grade, since teacher have not good fluency in English, then they use to teach through grammar and translation activities with some drills. It was very productive if teachers could improve their own languages abilities, even oral ability, by English courses provided by the University. These courses might pre service or in service in order to prepare teachers to face this new challenge teach English for kids.
Esta pesquisa foi feita numa cidade no oeste do Estado do Paraná. Seu objetivo foi analisar a introdução do inglês como língua estrangeira para crianças das séries iniciais do ensino fundamental. Para alcançar este objetivo, algumas aulas foram gravadas e analisadas de forma a descrever a interação professor-aluno e as atividades em sala de aula. Além disso, algumas entrevistas foram feitas com a professora de inglês e a diretora da escola, de forma a reunir informações sobre o planejamento das aulas e os recursos escolares para aperfeiçoar o processo de aprendizagem de inglês. Para tanto, nas observações das aulas, diários de campo e outros documentos educacionais, foram utilizados a microanálise etnográfica. Para analisar a coleta de dados na língua inglesa foram lidos autores clássicos para realizar a pesquisa e compreender os dados. Foi percebido que a quantidade de insumo durante as aulas de inglês era ínfima, característica muito similar às aulas de inglês dos adolescentes de 5ª a 8ª séries. Ocorre que os professores não apresentam boa fluência em inglês, então costumam ensinar através de atividades de gramática e tradução com algumas atividades de repetição. Seria muito produtivo se os professores pudessem aperfeiçoar-se em suas próprias habilidades lingüísticas, igualmente na habilidade oral, através de cursos ofertados pela universidade. Estes cursos poderiam ser de graduação ou de formação continuada de forma a preparar os professores para encarar este novo desafio, que é ensinar inglês para crianças.

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Griffin, B. L. "Kinds of time : genre and the English history play". Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599709.

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This dissertation investigates the genre of the 'history play' from its origins in medieval drama to the beginning of the 17^th century. Chapter 1 reviews previous efforts to define the genre; criteria for inclusion are tested against a census of contemporary references. It is proposed that neither the 'Tudor purposes of History' nor source-materials can define the genre; and that the record shows history plays were on well-known English subjects. Chapter 2 reconstructs the lost plays on St Thomas of Canterbury. Drama in the early 16^th century was affected by the change from Catholicism to Protestantism, specifically the change from the Mass to the ('memorialising') Lord's Supper; the greater distance of the dead meant an increased perception of the importance of memory. The saint plays are suggested as antecedents of the histories, and Bale's King Johan is interpreted as an anti-saint play. Against these dramas of sacrifice, there is the drama of the 'timeless' world of ritual and seasonal cycle. Chapter 3 discusses the Coventry folk-play The Conquest of the Danes with the aim of reading it as drama rather than festive ritual; conversely, the earliest surviving 'popular-theatre' history, The Famous Victories of Henry V, is interpreted with regard to its own orientation in a cyclical world. Chapter 4 discusses the historical knowledge against which contemporary experience of the plays can be reconstructed. The native-historical subject brings specific kinds of pressure to bear upon dramatic narrative. The uniqueness of historical drama is located in its 'immersion' within a narrative context which is known to the audience. The 1580s saw the rise of a set of conventions designed to stress the sense of 'immersion', which attenuated the senses of beginning and ending; this is traced in Gorboduc and Locrine. This was not the birth of the history play, but its recovery from the shock of Reformation iconoclasm.

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Fuller, Gary Stephen. "The Virgin's Kiss: Gender, Leprosy, and Romance in the Life of St. Frideswide". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3234.

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The longer thirteenth-century Middle English verse life of Saint Frideswide found in the collection of saints' lives known as the South English Legendary (SEL) narrates an event unique to medieval hagiography. In the poem, a leper asks the virgin saint to kiss him with her "sweet mouth," which she does in spite of her feelings of considerable shame, and the leper is healed. The erotic nature of the leper's request, Frideswide's reluctance to grant it, and her shame throughout the incident represent a significant departure from the twelfth-century Latin texts on which the SEL version of the saint's life is based. In this paper, I provide a deeper critical analysis of the text than has previously been attempted, exploring the SEL version of the leper's healing from medieval perspectives on leprosy, gender, religious authority, and genre. By the thirteenth century, leprosy in hagiographic texts had come to symbolize the abject condition of Christ himself, and saints' lives invariably portrayed their protagonists as eager to embrace and kiss lepers as a means of serving Christ. Frideswide's shame and reluctance to kiss the leper greatly contrast with generic convention and cause her gender to emerge as a defining holy attribute inexplicably demanded by the leper's exigency. The SEL-poet's portrayal of Frideswide's gender as a vital component of her healing power is consistent with medieval conceptions of personhood, from which gender could not be separated. The poet crafts the scene of the leper's healing using conventions not only of hagiography but of romance as well; this hybridization of genres creates tension between sanctity and eroticism in the scene. The poet's depiction of the saint as simultaneously exceptional and human may have been a reaction against the contemporary ecclesiastical landscape, in which female authority and influence were limited. Moreover, the romantic language used by the poet to create tension also makes Frideswide's story more accessible to lay readers by transforming the relationship between supplicant and saint into an interaction between a courtly lover and his lady.

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Libros sobre el tema "English for kids"

They Might Be Giants (Musical group). Kids go! New York: Simon & Schuster, 2009.

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Williams, Laura E. ABC kids. New York: Philomel Books, 1999.

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Williams, Laura E. ABC kids. New York: Philomel Books, 2000.

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They Might Be Giants (Musical group). Kids go! New York: Simon & Schuster, 2009.

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They Might Be Giants (Musical group). Kids go! New York: Simon & Schuster, 2009.

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Pascal, Campion, ed. Kids go! New York: Simon & Schuster, 2009.

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They Might Be Giants (Musical group). Kids go! New York: Simon & Schuster, 2009.

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Terban, Marvin. Kids' guide to the English language. New York: Children's Book-of-the-Month Club, 2002.

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Terban, Marvin. Kids' guide to the English language. New York: Children's Book-of-the-Month Club, 2002.

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Terban, Marvin. Kids' guide to the English language. New York: Children's Book-of-the-Month Club, 2002.

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Capítulos de libros sobre el tema "English for kids"

Lindsey, Geoff. "Chapter 11 Two Kinds of BATH". En English After RP, 41–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04357-5_12.

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Freeborn, Dennis. "Six Kinds of Phrase". En A Course Book in English Grammar, 104–26. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24079-1_6.

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Roe, John. "Theories of Literary Kinds". En A Companion to English Renaissance Literature and Culture, 287–97. Malden, MA, USA: Blackwell Publishers Ltd, 2007. http://dx.doi.org/10.1002/9780470998731.ch26.

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Roe, John. "Theories of Literary Kinds". En A New Companion to English Renaissance Literature and Culture, 1–14. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319019.ch39.

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Masuya, Yosihiro. "Two Different Kinds of Rhythm: Japanese and English". En Issues in Japanese Phonology and Morphology, editado por Jeroen Weijer y Tetsuo Nishihara, 327–56. Berlin, Boston: DE GRUYTER, 2001. http://dx.doi.org/10.1515/9783110885989.327.

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Rabrenović, Tijana. "“You Just Fredo-kiss me?” The (Non-)Lexicalizability of Nonce Word-Formation". En Belgrade English Language and Literature Studies, 153–64. Belgrade: Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch9.

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Saunders, Corinne. "Thinking Fantasies: Visions and Voices in Medieval English Secular Writing". En Visions and Voice-Hearing in Medieval and Early Modern Contexts, 91–116. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52659-7_5.

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AbstractThe creative engagement with visions and voices in medieval secular writing is the subject of this essay. Visionary experience is a prominent trope in late medieval imaginative fiction, rooted in long-standing literary conventions of dream vision, supernatural encounter and revelation, as well as in medical, theological and philosophical preoccupations of the period. Literary texts repeatedly depict supernatural experience of different kinds—dreams and prophecies, voices and visions, marvels and miracles, otherworldly and ghostly visitants. In part, such narratives respond to an impulse towards escapism and interest in the fantastic, and they have typically been seen as non-mimetic. Yet they also engage with serious ideas concerning visionary experience and the ways in which individual lives may open onto the supernatural—taking up the possibilities suggested both by dream theory and by the theological and psychological models of the period. Examples drawn from a range of Middle English romances and from Chaucer’s romance writing demonstrate the powerful creative potential of voices and visions. Such experiences open onto fearful and fascinating questions concerning forces beyond the self and their intersections with the processes of individual thinking, feeling and being in the world, from trauma to revelation to romantic love.

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Porto, Melina, Petra Daryai-Hansen, María Emilia Arcuri y Kira Schifler. "6. Green Kidz: Young Learners Engage in Intercultural Environmental Citizenship in an English Language Classroom in Argentina and Denmark". En From Principles to Practice in Education for Intercultural Citizenship, editado por Michael Byram, Irina Golubeva, Han Hui y Manuela Wagner, 131–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096565-010.

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Estrada, Emir. "Working Side by Side". En Kids at Work, 64–82. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479811519.003.0004.

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This chapter challenges segmented assimilation theory by looking at parent–child work relations. Unlike the parents in this study, all of the children I interviewed speak English and are familiar with American culture and technology, and the majority of the children are also U.S. citizens. These are resources unique to the children and I call these American generational resources (AGRs). I argue that children in street vending families share power in the household because they contribute to their family's income, and they are involved in business negotiations and decision-making processes. These children and youth speak English and enjoy legal status while most of their parents remain undocumented and are Spanish monolinguals. Segmented assimilation theory contends that this power imbalance in favor of the children could result in dissonant acculturation. Contrary to what segmented assimilation theory would predict, parents’ authority over their children is not diminished as a result of children's faster acculturation. Rather, parents who work with their children have more control over their children because they spend more time with them. In addition, children's AGRs are valued resources by their parents and are frequently useful for the family street vending business.

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Pournelle, Jerry. "A Quick Guide to Writing Online English". En 1001 Computer Words You Need to Know. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195167757.003.0021.

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What is Online English? Online English is simply the English that people use online. That’s it. That’s all. Unfortunately, “Online English” when described that way, seems to bring with it an air of either trepidation or disdain. Trepidation, in that many people believe that they will not be able to understand what “these kids today” are writing online, or disdain, in that they can’t imagine why anyone would care what “these kids today” are writing online. The mental image is of a chatroom screen filled with TLAs (three-letter acronyms), emoticons, and enough exclamation points to outfit an entire shelf of melodramatic novels. The emoticons and acronyms are but a small part of Online English. The secret of Online English is this: it’s very close to a language you already know, and know well: Informal English. The confusion comes about because, offline, you speak Informal English much more than you write it. Sure, you might dash off a quick postcard to a friend, or leave a sticky note on a co-worker’s chair, but for the most part, when you are using Informal English, you’re speaking it. Online, of course, you write much more than you talk—it’s just that your online writing is (or should be, for the most part) much like conversation. The different kinds of Online English can be described much like the different kinds of conversation. At the most formal, Online English can be like the conversation at a professional meeting, with prepared remarks and considered dialogue. Many blogs and academic discussion groups have this tone. The point of these online discussions is to get ideas across clearly and succinctly, with a certain amount of style—not stiltedly or slangily, but certainly with the end goal of clarity and mutual understanding. Many blogs, if printed out and divorced from their web associations, would read just as well as many newspaper op-ed columns. No emoticons here! Think of this level as being the same as an informal business memo.

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Actas de conferencias sobre el tema "English for kids"

Amelia, Pratiwi, Dwi Rukmini, Januarius Mujiyanto y Dwi Anggani L. Bharati. "TPACK Goes to Fourth Grade: Lessons from Learning English Through Raz Kids Program". En International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.078.

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Fridayanti, Arie, Tahrun y Mulyadi. "Increasing Kindergarten Students’ Vocabulary and Learning Interest Through English Kids Songs at Palembang Paramount School". En International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.128.

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Jaya, Indra. "The Effectiveness of Role Playing Method for Introducing English Words for Kids in Lignita Kindergarten in Sawahlunto". En International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.56.

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Jingga, Stella, Djatmika Djatmika, Riyadi Santosa y Dyah Khrisna. "The Exploitation of Affect and Graduation in English Advertisements on Kids’ Meals and Its Influence on the Process of Character Building". En Proceedings of the First International Conference on Communication, Language, Literature, and Culture, ICCoLLiC 2020, 8-9 September 2020, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-9-2020.2301438.

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KISS, Katalin. "TWO KINDS OF EPISTEMIC MODALITY IN THE CONTEXTS OF BUSINESS ENGLISH AND HUNGARIAN". En 11th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2019. http://dx.doi.org/10.36007/3310.2019.105-117.

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Yang, Ting, Qingmin Mok, Ivan Ka-Wai Lai, Kwan-Keung Ng y Louise Luk. "Research on the Satisfaction of Kid's English Education Application Based on Importance-Performance Analysis (IPA)". En 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00052.

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