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Sunday, 7 February 2016

English Language Development Project (ELDP) in Ballahmar

  English Language Development Project (ELDP) is a great ministerial project of King Abdullah bin Abdulaziz Al Saud (may his soul rest in paradise) which is aimed at developing the professional progress of the English supervisors and teachers in Saudi Arabia. With the help of Allah, this project has just implemented for the English teachers in Ballahmar (Asser region) by the English supervisor, Reem Buhran, in the training centre in Ballahmar. 90% of the English teachers in Ballahmar has attended the course which took 9 days from Sunday 14/4/1437.H to Wednesday 24/4/1437.H. All the trainees were reactants positively and have benefited from the course. Finally, all  they have received their certificates of the project attendance and have eaten their breakfast buffet which was presented from the trainer.
May Allah help all to achieve the success and progress with the learners.
Here are some of the pictures of implementing the ministerial project (ELDP) and some of the messages of the trainees after the end of the course:  








Thursday, 17 December 2015

أبرز إنجازات مدارس بللحمر في برنامج فطن

تم ولله الحمد البدء في تنفيذ البرنامج الوطني الوقائي للطلاب والطالبات (فطن) في جميع مدارس بللحمر في العام الدراسي 1436/ 1437هـ وذلك بمساعدة القيادات المدرسية في كل مدرسة ولجنة فطن الممثلة في مديرة المدرسة ووكيلتها والمرشدة الطلابية ومنسقة فطن ومدربة فطن الميسرة.
نسأل الله أن يجزيهم خير الجزاء عن ما قدموه لدينهم ووطنهم ومليكهم, ونسأله سبحانه أن يحفظ أبناءنا من شر الفتن ما ظهر منها وما بطن وأن ينصر جنودنا على أعداء الدين نصر عزيزٍ مقتدر. 
أترككم مع صور تنفيذ برنامج فطن في مدارس بللحمر التابعة لمنطقة عسير..




















Thursday, 10 December 2015

إنطلاقة تدريب المدربات الميسرات ببللحمر

                            بسم الله الرحمن الرحيم

تمت ولله الحمد انطلاقة برنامج فطن "إعداد مدربين ميسرين لبرنامج فطن"  في مكتب التعليم ببللحمر بتدشين من مديرة المكتب أ. هيلة الأحمري. أنطلق البرنامج المخصص لتدريب المدربات الميسرات منذ يوم الثلاثاء تاريخ 19/ 2/ 1437هـ للمدربة المعتمدة في المكتب أ. جميلة الفيفي واستمرت الدورة لمدة ثلاثة أيام. وقد حضرت الدورة 19 متدربة وكان تفاعلهن رائع جداً. تخلل البرنامج العديد من ورش العمل الخاصة بفطن. وتم تحفيز المتدربات وتقديم الهدايا لهن في آخر يوم. 
نسأل الله أن ينفع بعملنا هذا ديننا وملكنا ووطنا وأهلينا وأن يديم علينا نعمة الأمن والأمان 
أترككم مع صور تنفيذ البرنامج الوطني الوقائي للطلاب والطالبات..




Wednesday, 21 October 2015

Some Theories

1. Constructivism 🎲
Constructivism is one of the theories of learning any second language. It is an educational philosophy which holds that learners ultimately construct their own knowledge that then resides within them, so that each person's knowledge is as unique as they are. 
2. Monitor Theory 🔭
Monitor theory is proposed by Krashen which distinguishes two distinct processes in second and foreign language development and use. One called "acquisition", is said to be a subconscious process which leads to the development of "competence" and not dependent on the teaching of grammatical rules. The second process, called "learning" refers to the conscious study and knowledge of grammatical rules. In producing utterances, learners initially use their acquired system of rules. Learning and learned rules have only one function: to serve as monitor or editor of utterances initiated by the acquired system, and learning cannot lead to acquisition. 
3. Intelligence Theory ✨
It is a psychological theory which involves the abilities of intelligence to learn, recognize problems, and solve them. There are different theories related to intelligence which have proposed by different researchers. Some of the major theories of intelligence are: 
a. General Intelligence, 
b. Primary Mental Abilities, 
c. Multiple Intelligences, and 
d. Triarchic Theory of Intelligence. 

Submitted by: Reem Buhran 

Sunday, 20 September 2015

I wish..

I wish I had a pair of wings, just like last night in my dreams😴.. I was lost in paradise, I wish I'd never opened my eyes 💔

Friday, 11 September 2015

Does a common market need a common language?

The Risks of Laissez Faire Language Policies
The UE and languages: does a common market need a common language?
pp. 7-13
The Presenter: Reem
The UE and languages: does a common market need a common language?
► The EU
A group of European countries that participates in the world economy as one economic unit and operates under one official currency, the euro.
► A Common Market
the first stage towards the creation of a single market.
Continued…
The eleven official languages of the fifteen EU member states:
 Danish + Dutch + English + Finnish + French + German + Greek + Italian + Portuguese + Spanish + Swedish
EU institutions:
  The Commission in Brussels + The European Council + The European Parliament + The European Court of Justice
Continued…
Speakers of the eleven EU languages:
Continued…
In principle, what happens to languages in each member state is their own concern.
This follows the subsidiarity principle decisions should be taken locally rather than centrally.
It is assumed that: 1. Each EU state is a linguistic island. 2. EU policies do not impact on all European languages.
A common EU policy national policies and interests are coordinated, negotiated, and agreed on at the supranational EU level.
The supranational the EU level that merges the concerns of member states.
Continued…
The EU allocates funds to various activities.         An example Under earlier schemes, there was funding for the translation of creative writing from one EU official language to another.
Many aspects of national, sub-national, and supranational language policy have been of concern to the Commission and Parliament.                        An example A White Paper on Teaching and learning: towards the learning society in 1995 recommends that education should serve to make all EU citizens competent in three EU languages.
The European Union is a test case for the maintenance of linguistic diversity, but language policies in the EU reflect many unresolved and interlocking paradoxes and tensions:
a legacy of ‘nation’ states, ‘national’ interests and languages
 the formal equality of EU member states and their languages
 the onward thrust of Americanization, cultural homogenization and the hegemony of English
 languages seen as purely technical, pragmatic tools
 Germany as a demographically and economically dominant force in Europe
 English being promoted as a linguistic panacea
But
Supranational integration, and the internationalization of many domains.
A pecking order of states and languages
The celebration of European of European linguistic diversity and multilingualism
Languages as identity markers for individuals
German progressively marginalized in other fields
Less than half of the rest are proficient in English as a foreign language
Continued…

Great care is needed in distinguishing between language policy and practice in supranational EU institutions and in member states.
  If Europe is in a process of uniting politically and culturally, the role of its languages in supranational affairs is a central and sensitive issue.
The next topic will be:
 What is Language Policy?