Have you already summer in a situation where you were made to feel that your English was not “good enough?” Have you hesitated to participate in a conversation because you thought you would not be understood? On the contrary, has anyone ever said to you, “I’m really surprised that your English is good?” If so, this article is for you.

English is my second language. I became a fluent English speaker in third grade, so it’s been a while since I’ve thought about the difficulties that have come with the process of learning the language. On March 17, however, I was asked to reminisce about my journey while attending Overcoming the Messaging That Your English ‘Isn’t Good Enough’, a seminar organized by U of T Student Life. The event was designed for international students, multilingual students, newcomers to Canada and students who use English as an Additional Language (ALA). It covered topics such as the legitimacy of World English, accents, dialects, and the benefits of multilingualism in academic settings.

I moved to Canada when I was in elementary school. At the time, some of my teachers had an “English only rule”, meaning that in class we were forbidden to speak any language other than English. I understand that these teachers may have intended to help us learn English faster by fully immersing us in an English-speaking environment. In hindsight, however, all this rule did was completely rob me of my confidence in communication.

The biggest flaw in the English-only policy became apparent when I was bullied or got into a fight with a classmate. The fight itself was not a major issue; kids fight all the time. But since I still didn’t have a perfect command of the English language, I didn’t have the vocabulary to defend myself or explain myself. Even if I did, I felt embarrassed for not speaking properly, which would cause teachers to consider me unintelligent.

Looking back, I wish I had known that my intelligence didn’t match my familiarity with a specific language. It’s never too late to share this knowledge with someone else, which is why I’m writing this article.

This brings me to the subject of accents. If you are an EAL speaker, it may be useful to know that accent and pronunciation are completely independent terms. While pronunciation refers to how we say a specific word, an accent is the melody of the spoken language, which is unique to each person. As learning strategist and seminar host, Yaseen Ali, said, “Everyone has an accent. It’s just that there is a hierarchy on which the accents are positioned.

For many of us who have immigrated to an English-speaking country, a common experience is to feel embarrassed by our accents. This is also a point Ali made: “Having an accent is like having a fingerprint, [because] it’s so unique, and it’s so specific to you.

Ali also added that, of the two billion English speakers in the world, the majority speak it as a second language. This has led to a concept known as “translinguage”, which refers to the use of elements and vocabulary from two different languages ​​to communicate. Keeping in mind variants of speech such as “Spanglish”, does it matter if you pronounce English words with an accent?

Additionally, multilingualism is a desirable trait. At its most basic, speaking another language can help you connect with members of your community and family members. But it also lets you connect with more people, which can turn your dating pool into an ocean. In 2017, dating site Elite Singles and language-learning app Babbel surveyed 450 Canadians and found that 82% were more attracted to people who spoke another language.

There are also expressions, feelings and thoughts that can only be conveyed appropriately in specific languages. Being multilingual can promote an additional worldview, as it gives you the ability to understand concepts that would otherwise be lost in translation.

Finally, multilingualism exposes people to many more career opportunities. Studies have shown that multilingual people are able to switch tasks faster and more easily than monolinguals. They are also better equipped to process information efficiently and simply. Perhaps that is why, in the last five years, the demand for bilingual workers in America has more than doubled. Overall, your ability to speak two or more languages ​​can give you a head start in hiring processes.

Participating in Overcoming the Messaging That Your English ‘Isn’t Good Enough’ has helped me better deal with misconceptions that have impacted my confidence in language learning. While in the past I believed it was my responsibility to extend conversations with a native English speaker, I realized that all conversations had to be a joint effort to understand each other. My teachers should have tried harder to understand me in class, rather than expecting me to instantly articulate my thoughts thoroughly.My advice to anyone facing the same obstacles as me is: stop apologizing for having an accent, confusing grammar in a sentence, and sometimes being unable to get your point across. The experience you bring to the English language makes you unique — and it’s as good as it takes.

• A 47% reduction in crimes against persons, a 37% reduction in property crimes and a 40% reduction in other Criminal Code crimes
• A reduction from 37 youth charged with crimes in 2016 to zero youth crime charges in 2019
• Gains in literacy learning at school
• Cost savings for agencies
• Reduced staff burnout across all branches
• Families moving to Bashaw
• 160 at-risk families and children served and connected to programs and services
• Support services offered in the community (with a population of 840): family well-being worker, basic learning and literacy, food bank, meals on wheels, support for seniors, information and referral, family and youth programming, mental health and addictions, employability services, home support, English language learning, healthy families, home visiting, daycare and preschool, post-secondary education and technology support
• A study has shown that for every dollar spent, social value to the community provides at least $10 in benefits

Officials say the results came because Bashaw’s Community Wellness Team, which includes RCMP, Bashaw School, Adult Learning and Social Programs representatives, worked collaboratively and responsibly. integrated, rather than operating in isolation.

Jackie Northey, executive director of Bashaw Adult Learning, says Alberta is rich in resources, but poor in collaboration.

Northey says Bashaw, through the new approach, chose to “design its future and invent ways to achieve it. Through a change in mentality, the Bashaw community understood that “building a better yesterday” was not going to take the community beyond the current challenges faced by all rural communities. We knew this would require a different approach – a fresh look at the possibilities.

Myranda Shepherd, Principal of Wm. E. Hay Stettler Secondary Campus was the principal of Bashaw School when the new approach developed. She says having the school as a key member of the collaborative work was important.

“An important part of a child’s life is spent in the school system. In addition to this, schools are often the point of contact for families for a number of reasons. We are very fortunate to be a hub for our community – and therefore we have an important role to play as advocates for our community, navigators for our organizations and the first point of contact for many new families. who come to town.”

Like Shepherd, Stettler’s RCMP Staff Sergeant. Bruce Holliday was serving at Bashaw when the community began its welfare work. He was satisfied with the results of the collaborative work.

“That’s the philosophy of community policing in action. Engaging community partners to serve members of our community allows the RCMP to focus its resources on traditional policing with the ultimate goal of preventing and reducing crime, making our community a safer place to live” , shares Holiday.

Holliday and Shepherd, now employed at Stettler, would work with a number of others to establish a collaborative and integrated approach to Stettler and Stettler County.

The Stettler Group is called: “Circle of Services” and includes Stettler Elementary School, Wm. E. Hay Stettler Secondary Campus, RCMP and other agencies for a total of 32 agencies.

According to Shepherd, the group has developed terms of reference outlining how the agencies will work with each other to serve the community.

“We’re committed as a team and the spirit of collaboration is there,” says Shepherd. “We are on the right track.”

Shepherd sees work as essential for a strong future and says, “The role of schools has become increasingly complex. We understand that students cannot learn unless they are physically, mentally, or emotionally safe. Therefore, community welfare work is vital – it takes a village to raise a child and it takes collaboration and, these days, leveraging resources across organizations, to be able to create meaningful and lasting change for students and their families. ”

“I am grateful to the Stettler community service organizations for coming together and working in partnership and I look forward to continuing this work in the months and years to come,” Sheperd adds.

The Bashaw Community Wellness Team would be delighted to see this work take place in Stettler and hope it will spread throughout rural Alberta.

“We believe this model is a proven, evidence-based model for the well-being and sustainability of rural communities,” says Northey. “We hope that as rural communities begin to implement the model in their own communities, we will come together as rural communities to collaborate and develop what we need. Essentially, we should be able to replicate the model regionally with regional collaboration to serve our individuals, seniors and families.

Alberta students in kindergarten through grade 3 will receive the new English-language math and arts curriculum starting this fall, Education Minister Adriana LaGrange said Thursday.

But students in grades 4 through 6 won’t start learning the new arts, literature and math curriculum in English until September 2023, LaGrange told a news conference.

LaGrange said math and English are the key areas where young children need the most help.

“This will help our young students who are in the critical early stages of their development, by strengthening their numeracy and literacy skills,” she said.

All students in kindergarten through grade 6 will receive the province’s new curriculum in wellness and physical education starting in September.

Alberta’s proposed K-6 curriculum will be delayed in 4 subjects, LaGrange announces

The provincial government faced criticism from teachers, parents and the opposition NDP as it reviewed and piloted the new curriculum.

LaGrange said he has heard calls for the government to delay implementing the new program.

“It would not be in the best interest of our students,” she said, calling the current curriculum outdated.

LaGrange said she based her decision to start with some subjects this fall on advice from the Curriculum Implementation Advisory Group, which was created in January.

The group included superintendents, teachers, an elementary school principal and representatives from the Alberta School Boards Association.

The curriculum review process was “the most open and transparent curriculum review process our province has ever seen,” LaGrange said.

Survey shows lack of confidence

The Alberta Teachers’ Association (ATA) released a survey Thursday showing that 3% of teachers believe they have enough resources to successfully implement the proposed K-6 curriculum this fall.

The poll, conducted by Environics Research, also shows nearly half of Alberta residents believe the proposed curriculum will not meet student needs.

The online survey collected responses from 800 Albertans aged 18 and older between January 27 and February 17 of this year.

A margin of sampling error does not apply to opt-in panel surveys.

The poll was also based on responses from 825 ATA members with a margin of sampling error of +/- 3.4% at the 95% confidence interval.

• Immerse recently announced that it has raised $9 million in funding. These are the details.

Immerse – a leading virtual reality language teaching and learning platform in the metaverse – announced that it has raised $9 million in Series B funding. The funding round was co-led by the existing investor Eagle Venture Fund and new investor Mustang Creek Capital and includes participation from new and returning social impact investors. This investment brings the company’s total capital raised to $11.5 million.

Launched in 2017, Immerse disrupted the language education industry and pioneered social virtual reality language learning with the first synchronous virtual reality language teaching and learning platform. The business platform is used in partnership with the world’s top language schools to provide virtual reality English learning experiences to students in the Asian, European and Latin American markets.

Now, Immerse is poised to become the first subscription-based VR education service company in the metaverse and will bring its fully immersive, instructor-led, multiplayer language learning experiences directly to serious language learners and enthusiasts. of VR. And Immerse will launch its consumer-facing virtual reality world language learning app on the Meta Quest store this summer, starting with the release of their Spanish language learning program. A French learning program will be released in the fall, followed by German, Japanese and Italian in the coming months.

The new funding round will allow Immerse to significantly grow its team, invest in continued product innovation, and launch its VR app on other major VR platforms. And Immerse plans to grow its global team from 12 to 35 over the next 4 months and is already recruiting for a variety of education, engineering and marketing roles.

Essentially Immerse transports learners to a fully immersive virtual world where they can interact socially and physically in real time with their peers and their instructor in the target language through the eyes of their avatar. And Immerse’s new approach to language immersion enables users to express themselves authentically, engage in deep and meaningful conversations in 3D worlds, and develop real fluency.

Immerse’s virtual reality language learning experiences include:

1.) Collaborate with their peers to solve problems while escaping from a deserted island

2.) Give and follow directions while preparing a meal in the chef’s kitchen

3.) Discuss abstract art while painting together in an art studio

4.) Improve their storytelling skills around a campfire

5.) Share their opinions on fashion while trying on new outfits at a mall

KEY QUOTES:

“Over the past four years, we have developed a revolutionary product that fundamentally transforms the way languages ​​are taught and learned. We’ve partnered with some of the biggest language institutions including EC English, AEON and CCEL to launch their English VR programs, helped hundreds of ambitious language learners develop foreign language communication skills from the comfort of their home, built an incredible team and attracted world-class social impact investors. Having this extra capital behind us accelerates our mission to become the leading educator in the metaverse.

— Quinn Taber, co-founder and CEO of Immerse

“Education is one of the most exciting applications of VR since gaming and fitness, and we are thrilled to partner with Immerse to bring language immersion to as many people as possible. a laser-focused team that has already proven itself as VR pioneers and education disruptors through their B2B work in English language learning. We’re not only big fans of their technology, but also their values-driven culture.We are proud to support their work as they strive to deepen human connections and create positive social change in the world.

— Wes Lyons, General Partner at Eagle Venture Fund

Cindy Anderson, an English teacher at Culbreth Middle School, has worked with students from diverse backgrounds, many of whom are new to the United States and have come from non-traditional educational paths.

When English learning moved online during the pandemic, Anderson said, it became difficult for teachers and students.

“It’s put (the students) at least a year behind, if not more, and trying to get them to a certain level at this point is very difficult,” she said.

English language learners often aren’t able to get as much help outside of school as other students, Anderson said. This lack of support can hurt them academically.

“Some of our better-off students can get a lot of help, our kids can’t,” she said. “Maybe they were home alone while mom and dad worked, or mom and dad slept during the day so they could work at night.”

As the pandemic and associated staffing shortages have taken their toll on North Carolina school districts, English teachers like Anderson have faced many unique challenges.

Emily Lewis, ESL facilitator for Orange County Schools, said in an email that the broader teacher shortage has affected the ESL curriculum for the school district.

Lewis said that at one school, several kindergarten teachers had to learn how to deliver language lessons to students due to a lack of available ESL teachers.

“Truly the teachers are stretched and doing their best, but we all know we could do more if we were full,” she said in the email.

Lewis supervises, provides instructional coaching, and monitors the effectiveness of the ESL program. This work, she said, has been directly and significantly affected by the pandemic.

Along with other ESL teachers, Lewis has been forced to learn how to navigate remote learning during the pandemic. She said she provided lessons and support directly to students due to teacher shortages caused by the COVID-19 quarantine and isolation.

Sashi Rayasam, director of K-12 English learner services for Durham Public Schools, said in an email that the pandemic has also had a significant effect on ESL teachers for the DPS.

She said that although the pandemic has affected English learners, there have been no significant vacancies for ESL teachers.

“Teachers had to adapt to virtual delivery of the curriculum, ensure students had access to technology, and manage student access to social/emotional support,” Rayasam said.

Fight against the shortage

To make up for the lack of certified teachers, Lewis said the OCS has added English tutors to its ESL program. She said this opportunity has allowed English learners to receive more one-on-one support.

Carrie Doyle, president of the Orange County Board of Education, said OCS’s ESL programs are working “reasonably well” despite the pandemic and associated staffing shortages.

“Specifically for ESL teachers, we currently have one part-time position at the primary level that is vacant and one full-time position at the middle level that is vacant,” she said. “We don’t have any vacancies in high school.”

However, she said it was difficult to find people involved in translation and family outreach services, which led to these specific shortages in some schools.

To address these staffing shortages, the district has established Parent Academies for families whose first language is not English. These programs are designed to provide parents with a better understanding of how to access services such as the college application process and online education programs for their students.

“A lot of people come from different countries with different understandings of public school, and so it’s as much the language (as) the way the American education system works that we offer families,” Doyle said.

Lewis said in an email that although many families struggled during remote learning, the return to in-person learning has helped ESL teachers better reach their students.

“This partnership between schools and families has continued beyond remote learning and I am proud of our ESL team’s continued efforts to help families become essential members of their respective school communities,” said she declared.

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The Australian Center for Education (ACE) held the official opening ceremony for its Tuol Kork campus last Wednesday, attended by government officials, embassies, NGOs and multinational, public and private organisations. .

Established by IDP Education in 1992 to provide English language training to UNTAC – United Nations Transitional Authority in Cambodia – staff, ACE is widely regarded as its first English language training delivery in Cambodia and the region.

The Tuol Kork campus is one of six ACE centers run by IDP Education in Cambodia, reflecting the continued high demand for English skills among young Cambodians and non-native international English speakers.

ACE Tuol Kork was operational in 2018, but due to the pandemic, official opening formalities have been delayed until now.

ACE welcomes over 20,000 students each term in Phnom Penh, Siem Reap and online through its virtual campus platform. Approximately 700,000 students representing 38 nationalities have studied at ACE over the past 30 years.

HE Dr Hang Chuon Naron, Minister of Education, Youth and Sports, HE Pablo Kang, Australian Ambassador to Cambodia, and Mao Sreng, ACE/IDP Education Country Director, presided over the ceremony.

Underlining the importance of learning English, the Minister of Education said: “English is very important for students to acquire knowledge, as a means of communication and as a gateway to study all other subjects. . Mastering and having a better command of English is very important to improve the quality of higher education in Cambodia and pursue lifelong learning goals.

Referring to Cambodia’s role as ASEAN Chair this year, Chuon Naron said, “English is an ASEAN language, and a good command of English is important for participating in meetings and meetings. ASEAN releases. I want to congratulate ACE for providing these essential English skills to so many Cambodians for over three decades.

After a tour of the new campus, Ambassador Kang said, “During these 30 years, ACE has exceeded international standards by ensuring students have access to highly qualified teachers and world-class technology, such as available here in Toul Kork.

“ACE has remained at the forefront of innovation in education, especially during the early stages of Covid, and was the first major educational institution in Cambodia to develop a fully functional learning management system which allowed students to continue their learning online.

“This innovation enables ACE to manage ongoing business risks, particularly those currently presented by the Omicron variant, by adopting a hybrid model of face-to-face and online learning.”

Commenting on ACE’s growing global reputation, the Ambassador said: “Last year ACE won the prestigious ‘PIEoneer Language Educator of the Year’ award in London and, being selected by a jury of 43 judges from universities, institutions and professional bodies in 25 countries, I am happy to say that ACE is truly recognized internationally as an institution of excellence.

Kang also reflected on the educational institution’s commitment to CSR: “ACE should be recognized for its corporate social responsibility through the organization’s social communities and, through its student ambassadors. , students and alumni, supporting the local community on education, the environment, poverty and national emergencies.

“During the pandemic, ACE’s provision of refreshments to frontline workers and opening a campus as a vaccination center was commendable.”

Sreng said in his welcome address, “2022 marks 30 years of our operations and contribution to the education sector in Cambodia through our English language teaching, IELTS testing and job placement services. foreigner.

“I am delighted to lead a dedicated team to provide world-class education services to our students in Cambodia.

“We are also actively at the forefront of sharing best practices in the ELT industry through various international professional development forums, including the annual CamTESOL conference series.”

Currently, ACE offers face-to-face and virtual English programs for students, from children aged eight and up to adults and professionals.

The ACE Tuol Kork Campus also houses an IDP Study Abroad Resource Center and the official IELTS Cambodia test center office.

Partly owned by Australian universities, IDP Education is a global leader in international student placement services, with a global network of 130 offices in 47 countries to support students going to study in Australia, Canada, New Zealand , the United States and the United Kingdom.
and Ireland.

Established by the Australian government 53 years ago, IDP Education is also proud co-owner of IELTS (International English Language Testing System), the world’s most popular English proficiency test.

Although the numbers have abandoned during COVID-19 pandemic, students continue their adult English as a second language program

By Kelly Wassenberg

The rules are everywhere. It is a means of ensuring order rather than chaos. They let people know what can be expected of them in certain situations.

Unfortunately, the English language doesn’t care about rules.

“That’s what’s hard about English,” said Betsy Schroeder, an ESL teacher at the Albert Lea Area Schools Adult Education Center. “Every time the English make a rule, they break it. And that’s the hard part is that [the students] are just starting to learn a rule, then they come across something that breaks that rule.

Schroeder and his students often laugh about it.

“Why do we make rules if we break them? ” she says.

Schroeder has been an ESL teacher for 23 years and teaches advanced students ESL.

Penny Jahnke, adult education coordinator, said the program served 141 students from 16 countries covering 11 different languages ​​- the most popular of which is Karen followed by Spanish. Students are ages 16 and up and their education levels vary widely.

Some come from countries where women are uneducated and don’t even know the alphabet. Others have degrees in their home countries, but need a better understanding of the English language to be able to use that knowledge in a career here in the United States.

Most of the students are refugees, including Rau Htoo, 38, and Shay Lay Moo, 20.

Htoo is a refugee from Myanmar, who spent 10 years in a refugee camp before coming to the United States. This is her second year of the program.

Htoo said his decision to come to the United States was based on the opportunities the country has to offer and that he was able to learn some English before immigrating to the country.

“America is a good place for refugees,” Htoo said.

Htoo is one of many who work full time in addition to coming to class to improve his understanding of English in all its forms – spoken, written and read.

Moo was born in a refugee camp on the Thai-Myanmar border. While she received an education, English was not taught at the camp. She works in the community and learns English in hopes of getting a better job to support her family. She has been in the ESL program for five years.

It takes a lot of dedication for ESL students to stick to the curriculum.

“We have students who work 10-hour shifts and then come to school,” Jahnke said. “These students coming to the school are probably some of the hardest working and most dedicated students you can find.”

Of those currently enrolled in the program, she said 61% of students work full-time, with many of the rest staying home to raise their children while their spouses work.

Whatever their situation, the adult basic education program tries to eliminate all possible obstacles by offering them both transport and childcare assistance. Computers and mobile hotspots are also available so students can also learn at their own pace.

Classes are Monday through Thursday from 8:30 a.m. to 11 a.m. and 11:30 a.m. to 1:30 p.m. work. Since COVID hit, Schroeder said his class attendance has dropped from 16 to at times a handful, but Jahnke said they’re working on ways to adapt. They plan to offer evening classes as part of a consortium and have worked on a highly flexible model.

“We have students sitting at home, zooming in and watching the class, while the teacher is also teaching a student sitting in front of her, and it’s been very successful,” she said.

Flexibility is important as students must log between 40 and 50 hours of classroom instruction before taking the test to advance to the next level. There are six levels in total – three in the beginner classes and three in the advanced class.

“The immigrant population contributes to Albert Lea and Freeborn County,” Jahnke said. “They occupy jobs in our production plants. They buy houses. They bring their children to our schools. I only see positive things in people who come here. They are hard working and very family oriented.

Say what? Grammar Rules/Exceptions for ESL

There are many common spelling rules that most are familiar with, but there are exceptions. Thinking about these rules, it becomes easier to imagine why a non-English speaker might have difficulty mastering the language. Here are a few.

• I before E except after C — or when the letter combination sounds A — like weigh and neighbor. There are still exceptions to this exception as the pitch EI does not ring the A.
• If C is followed by E, I, or Y, it usually gives the sound S, such as cell, circle, or cynic; but if the C is followed by an A, O, or U, it will usually sound K, such as car, cold, or cue. The same rule applies to the letter G, which sounds the J in words like gem, giant, and gymnasium, but sounds the G in words like gage, go, and guerilla. There are exceptions to these rules, including the word girl which sounds the G instead of the J.
• When two vowels walk, the first speaks, like dream, pain and peeling. Exceptions include bread, poem, and guest.
• When pluralizing a noun that ends in Y, change Y to I and add ES, like penny to pennies, the exception is if the Y is preceded by a vowel. Boy only needs an S to make it plural.
• When pluralizing a word that ends in F, the F is replaced by a V and an ES is added, like elf/elves and bread/loaves. However, if a word ends in a double FF, such as riff, only an S is needed to pluralize the word.
• VCV stands for vowel-consonant-vowel. In words like these, the second vowel is silent and causes the first vowel to say its name as in words like cake, made, and bike. Exceptions to the rule include the word lemon, derived from the French.
• Some words ending in O have an ES added to them when pluralized, but not all. For example, potato turns into potatoes, but the word photo turns into photos.
• For many words, the Y ending must be replaced by I when a suffix is ​​added. Funny becomes funnier and ready becomes easily, but there are exceptions like shy becoming shy.
• Removing the E is a fairly consistent rule when adding suffixes for words such as writing becoming writing and meaning becoming sensible. Exceptions occur in words ending in CE or GE in which the C or G sounds remain soft as brave and noticeable.
• The pluralization of animals can be quite confusing for those who are not native to the English language.
• Deer remains deer in the plural, as do fish, sheep and moose. The mouse becomes a mouse. Beef becomes beef. The goose becomes a goose. To pluralize octopus and hippo, the words change to octopus and hippo, or you can add an es to make octopus and hippo. Either is correct.
• When nouns end in ch, sh, ss, x, or z, the letter combination of ES is used to indicate pluralization, such as ranges, wishes, or boxes. There are exceptions to this rule such as stomachs and monarchs. This exception applies when the CH emits a K sound.
• The 1-1-1 rule states that when words in a syllable ending in a single consonant immediately preceded by a single vowel, double the consonant before a suffixed vowel, such as running or jogging. This rule does not apply to words ending in V, W or X.

A2Z Market Research has published a new study on Global Business English Training covering Micro Level of Analysis by Competitors and Key Business Segments (2022-2029). Global Business English education explores in-depth study on various segments such as opportunities, size, development, innovation, sales and global growth of key players. The research is carried out on primary and secondary statistical sources and consists of qualitative and quantitative details.

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Some of the major key vendor profiled in this report are Berlitz, Sanako, TAL Education Group, EF Education First, Rosetta Stone, Pearson ELT, Pearson ELT, EF Education First, ChinaEDU, New Oriental Education & Technology Group, Inlingua

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Global Business English Training Market Segmentation:

Market Segmentation: By Type

Connected disconnected

Market Segmentation: By Application

School children, students, working adults, others

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Geographical analysis

The global business English training market is spread across North America, Europe, Asia-Pacific, Middle East & Africa, and Rest of the World.

COVID-19 Impact Analysis

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The accessibility of labor is apparently upsetting the stock organization of the global business English training market as the lockdown and the spread of the disease push people to stay indoors. The introduction of the creators of Business English Language Training and the transport of the elements are linked. In the event of a halt in the development of the collection, the transport and, likewise, the network of stores also come to a halt. The stacking and unloading of objects, i.e. materials and raw results (trims), which require a huge workload, are also impacted enthusiastically due to the pandemic. From the door of the collection factory to the reserve or from the place of dissemination to the end customers, that is to say, to the adventures of application, the whole organization of the stock of business English training is truly compromised in reason for the episode.

The research provides answers to the following key questions:

• What is the projected market size of the Business English Training market by 2029?
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• Who are the top sellers expected to lead the market for the assessment period 2022 to 2029?
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Despite a nationwide move away from standardized testing amid the pandemic, experts at the Harvard Graduate School of Education are divided on the future of college admissions and K-12 testing.

After initially waiving its testing requirement in June 2020 due to Covid-19, Harvard announced in December 2021 that it would allow applicants in the Class of 2030 to waive ACT and SAT grade submissions.

The move comes amid a trend toward elective or blind admissions, with colleges across the country, such as the University of California system, taking similar steps. The College Board also decided in 2021 that it would permanently discontinue its SAT subject tests, as well as the SAT essay component.

Education experts are divided on whether the changes would move the college admissions process toward equity or away from it.

HGSE graduate Toby N. Romer ’94, who is the assistant superintendent of Newton Public Schools, noted that moving away from standardized testing can “level the playing field” among high school students.

“In fact, the college admissions testing industry was created to intentionally disadvantage certain groups of students,” he said. “So getting away from that is just good news.”

Romer added that he believes “a diverse sample” of Newton public school students have benefited from elective or blind testing policies.

“I don’t think there’s a lot of good data to show that college admissions tests have been a good predictor of student success at selective colleges,” he said.

But two HGSE professors pointed out that a lack of standardized test scores would lead admissions officers to put more emphasis on other parts of the application.

HGSE Professor Andrew D. Ho said letters of recommendation, personal essays, extracurricular activities and a student’s academic record can be weighed more heavily in the absence of test scores.

“If you imagine a five-legged stool or a five-legged table and you take one of the legs off, well, everything just rests on the other four,” he said.

HGSE Professor Thomas J. Kane said other application components, such as after-school programs, can lead to more inequity and are highly dependent on the resources available to students. He added that elite high schools may be able to provide more opportunities for student leadership positions.

“Even though SAT scores are correlated with family background, family income, they may be less correlated with family background than some of these other metrics that colleges should rely on in a world without test scores,” Kane said. .

The debate over the future of standardized testing extends beyond the college admissions process. The effects of Covid-19 on learning loss in elementary and middle schools remain somewhat unknown, creating demand from educators and government officials to test the data.

“There is an ongoing need to have some kind of comparative indicators that tell policy makers – and taxpayers for that matter – whether or not students from different districts in the state are learning at a level that prepares them to enter the society as successful workers and citizens,” said HGSE professor Paul Reville.

Reville also said the costs of scrapping standardized tests altogether could have a huge impact on disadvantaged students, pointing to “grossly inequitable outcomes” before schools began administering standardized tests.

“We know who loses in this,” he said. “The poor kids lose. Children with special needs lose. English language learners lose. Students of color lose.

Despite the potential pitfalls of revising current standardized testing practices, Ho said he was optimistic about his future.

“I think this calculation of educational tests will, on average, improve equity in education,” he said. “But it will take a long time, and in the meantime the results will vary.”

—Editor Paton D. Roberts can be reached at paton.roberts@thecrimson.com. Follow her on Twitter at @paton_dr.

The new question of the week is:

What lessons have teachers learned since the first school closures two years ago?

My friend, colleague, and co-author Katie Hull Sypnieski and I co-wrote this answer to the question.

We are both seasoned teachers in the Sacramento City Unified School District and have co-authored several books on teaching English language learners.

Listen to the teachers

It’s been almost two years since many of us first closed our physical classrooms due to COVID-19.

Time has not passed quickly for many of us, including those of us who are teachers.

Here are some lessons we learned from these 24 months:

1. The lack of qualified leadership in many, but not all, districts became evident. Many districts have made – and continue to make – misstep after misstep, including but not limited to: not understanding the difference between fairness and equality when schools first closed in providing the same support to all students instead of more to English language learners, students with learning differences and those experiencing other academic difficulties; refusing to genuinely engage with teachers and their unions – and students and their families – in deciding how to respond to the pandemic; and failing to anticipate and prepare robust virtual options for students and families who were not ready to return to school in person.

   Unfortunately, these three blind spots will likely continue to harm students, their families, and teachers for a long time to come.

2. Our students are generally exceptionally responsible and resilient, perhaps even more so than we once granted them. Sooooooo many of our students have taken full-time jobs to support their families and/or have become caregivers/guardians for younger siblings during the recession caused by the pandemic and distance learning. We have created leadership teams in our student classes who have taken responsibility for leading Zoom Rooms and helped assess and make class changes and have heard countless similar stories of student leadership from students. teachers around the world. Yes, many of our students also experience stress and need mental health support, and we’d bet dollars on donuts that many adults face similar challenges.
3. Technology is not the future of personalized learning. Human contact and attention are. God, how many of us teachers have grown weary of personalized learning through the tech refrain repeated by edtech companies and funded by tech-backed foundations? Distance learning might not have been a perfect lab experience for this, but it certainly showed that students and teachers crave human contact, attention, and connection. Greet each student by name, play games with markers and mini whiteboards, and beat teacher-student conversations while sitting at a laptop and being assessed with canned “good job” responses.

4. The experience of the pandemic has reinforced the importance of key teaching strategies, including valuing student-centered teaching (their contribution to the content and teaching of lessons related to their lives, their goals and their dreams), providing students with choice, incorporating fun through games, and including scaffolding strategies to maximize student success. In other words, true accelerated learning.
5. Many public school critics have rarely let lack of evidence stop them from making their criticisms, and even a pandemic won’t stop them. Many critics have wrongly accused teaching unions of focusing on the needs of adults rather than students at the height of the pandemic when pushing for distance learning (even though it was the good decision for students, families and teachers). Second, many have blamed distance learning as the main, if not the only, reason for students’ academic difficulties (even though education researchers question this cause aD effect for many reasons, including the fact that the vast majority of factors affecting student achievement are non-academic) and used this belief to portray schools choosing short-term closures during the omicron wave as indifferent to students and families. The more things change, the more they stay the same.

6. Speaking of which, teachers aren’t superheroes., and whether it maintains safe and healthy working conditions (which are also learning conditions for students); give us the autonomy to use our professional judgment to determine our lessons; and providing adequate pay and benefits are not all priorities for civil servants and districts, so we will leave. And, if we don’t leave immediately, do you really want many of us thinking about it?
7. Teachers have always known that a good principal is worth gold, and the pandemic has reinforced that belief as many have held things together in their schools face enormous challenges. Fingers crossed they stay.
8. Maybe, just maybe, those who hold the springs of the education scholarship have realized how important school mental health services are for students and for society. Schools have generally been the primary source of mental health support for our students, and in the past it has been mainly us teachers who have informally provided it. Now that the tsunami of trauma caused by the pandemic overwhelmed us, funds have finally been provided to hire real mental health professionals – if they can be found – provide support.
9. This last lesson is similar to the first, and it is important enough to repeat: even though many districts made a million decisions without consulting teachers, and MANY of them turned out to be wrong (e.g. , ours district ignored our union’s proposal to create a virtual learning academy last spring, and some students are always waiting in 2022 to be enrolled in the district’s hastily created alternative), many continue to believe they know best and will go their own “non-joyful” path.. Key strategic decisions should not be made without consulting teachers in the classroom, as well as students and their families, because we are all the ones who end up paying the price if and when things go wrong. Sadly, even a pandemic doesn’t seem to be able to teach that lesson to those who need it most.

Unfortunately too, it looks like we will have more time in a pandemic to learn additional lessons.

Good luck to all of us.

Consider contributing a question to be answered in a future article. You can send one to me at lferlazzo@epe.org. When you send it let me know if I can use your real name if selected or if you prefer to remain anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of articles from this blog, as well as new material, in e-book form. It’s called Classroom Management Questions and Answers: Expert Strategies for Teaching..

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