 |
George Jacobs | |
|---|---|
| Born | US |
| Occupation | Educator |
| Years active | 1969–present |
| Spouse | Fong Cheng Hong (m. 1989) |
| Children | n/a |
| Website | www.georgejacobs.net |
Dr. George Jacobs (born 1952) is a well-known educator and vegan activist in Singapore. [1]
|
George Jacobs | |
|---|---|
| Born | US |
| Occupation | Educator |
| Years active | 1969–present |
| Spouse | Fong Cheng Hong (m. 1989) |
| Children | n/a |
| Website | www.georgejacobs.net |
Dr. George Jacobs (born 1952) is a well-known educator and vegan activist in Singapore. [1]
To date, George Jacobs has authored/co-authored the following books:
New Asian Traditions Vegetarian Cookbook, ISBN 9812480560 by Amy, Susan; Kiran Narain & George Jacobs
The Heart Smart Oil Free Cookbook, ISBN 978-9814342292 by Mayura Mohta & George Jacobs Jacobs, G. M., Yeow, R., Lau, M., Loh, S., Chan, M., & Priyathanaa. (2013). Action research toolkit (ART). Singapore: Boys’ Town.
Jacobs, G. M., & Kimura, H. (2013). Cooperative learning and teaching. In the series, English language teacher development. Alexandria, VA: TESOL (Teachers of English to Speakers of Other Languages).
Jacobs, G. M., & Farrell, T. S. C. (2012). Teachers sourcebook for extensive reading. Charlotte, NC: Information Age Publishing.
Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for successful language teaching. New York, NY: Continuum.
Jacobs, G. M., & Goh, C. M. C. (2007). Cooperative learning in the language classroom. Singapore: SEAMEO Regional Language Centre.
McCafferty, S., Jacobs, G. M., & Iddings, C. (Eds.). (2006). Cooperative learning and second language teaching. New York: Cambridge University Press. http://www.cambridge.org/catalogue/catalogue.asp?isbn=052184486X&ss=fro
Loh, W. I., & Jacobs, G. M. (2003). Nurturing the naturalist intelligence. San Clemente, CA: Kagan Publications.
Lie, A., Jacobs, G. M., & Amy, S. (Eds.). (2002). English via environmental education. Jakarta: Grasindo.
Rajan, S. B. R., Jacobs, G. M., Loh, W. I., & Ward, C. S. (2002). English in focus: A lower secondary guide. Singapore: Pearson Education.
Jacobs, G. M., Power, M. A., & Loh, W. I. (2002). The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Thousand Oaks, CA: Corwin Press. http://www.corwinpress.com/booksProdDesc.nav?prodId=Book220803. Translated into Japanese (visit http://www.amazon.co.jp to order), Chinese and Korean
Loh, W. I., & Jacobs, G. M. (2002). Science made easy (Primary 4). Singapore: Longman.
Jacobs, G. M., & Loh, W. I. (2002). Grammar in use (Workbook 4). Singapore: Learners Publishing.
Jacobs, G. M., & Loh, W. I. (2002). Grammar in use (Workbook 3). Singapore: Learners Publishing.
Jacobs, G. M., & Loh, W. I. (2001). Grammar in use (Workbook 2). Singapore: Learners Publishing.
Jacobs, G. M., & Loh, W. I. (2001). Grammar in use (Workbook 1). Singapore: Learners Publishing.
Jacobs, G. M., & Loh, W. I. (2001). Read aloud Asia. Singapore: Times Media.
Loh, W. I., & Jacobs, G. M. (2001). Science made easy (Primary 3). Singapore: Longman.
Loh, W. I., & Jacobs, G. M. (2000). Little Sammy (a set of six preschool readers). Singapore: Singapore National Press.
Jacobs, G. M., & Loh, W. I. (2000). Little observers (a set of six preschool readers). Singapore: Singapore National Press.
Renandya, W. A., & Jacobs, G. M. (Eds.). (1998). Learners and language learning. Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M., Kumarasamy, P., Nopparat, P., & Amy, S. (1998). Linking language and the environment. Toronto: Pippin.
Jacobs, G. M., Gan, S. L., & Ball, J. (1997). Learning cooperative learning via cooperative learning: A sourcebook of lesson plans for teacher education. San Clemente, CA: Kagan Cooperative Learning. [Also translated into Chinese and Malay.]
Jacobs, G. M., Davis, C., & Renandya, W. A. (Eds.). (1997). Successful strategies for extensive reading. Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M. (ed.). (1997). Language classrooms of tomorrow: Issues and responses. Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M., & Sundara Rajan, B. R. (Eds.). (1996). Stories for language teacher education. Singapore: SEAMEO Regional Language Centre.
Hidalgo, A.C., Hall, D., & Jacobs, G. M. (Eds.). (1995). Getting started: Materials writers on materials writing. Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M. (1993). Integrating environmental education in second language instruction. Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M., & Power, M. A. (1991). Putting it all together. Ann Arbor, MI: University of Michigan Press.
And the following publications about him:
A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
Computer-assisted language learning (CALL), British, or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
A foreign language is a language that is not an official language of, nor typically spoken in, a given country, and that native speakers from that country must usually acquire through conscious learning - be this through language lessons at school, self-teaching or attendance of language courses, for example. A foreign language may be learnt as a second language, but there is a distinction between the terms, as a second language may be used to describe a language that plays a significant role in the region where the speaker lives, whether for communication, education, business or governance, and therefore a second language is not necessarily a foreign language.
Second-language acquisition (SLA), sometimes called second-language learning — otherwise referred to as L2acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is regarded by some but not everybody as a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines, such as psychology and education.
M-learning or mobile learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices". A form of distance education, m-learners use mobile device educational technology at their convenience time.
Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the one hand, it includes a theoretical and academic approach. On the other hand, it comprises practical applications such as learning to negotiate with people from different cultures, living with people from different cultures, living in a different culture and the prospect of peace between different cultures.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
A foreign language writing aid is a computer program or any other instrument that assists a non-native language user in writing decently in their target language. Assistive operations can be classified into two categories: on-the-fly prompts and post-writing checks. Assisted aspects of writing include: lexical, syntactic, lexical semantic and idiomatic expression transfer, etc. Different types of foreign language writing aids include automated proofreading applications, text corpora, dictionaries, translation aids and orthography aids.
Content-based instruction (CBI) is a significant approach in language education, designed to provide second-language learners instruction in content and language. CBI is considered an empowering approach which encourages learners to learn a language by using it as a real means of communication from the very first day in class. The idea is to make them become independent learners so they can continue the learning process even outside the class.
The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977.
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Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.
Diane Larsen-Freeman is an American linguist. She is currently a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor, Michigan. An applied linguist, known for her work in second language acquisition, English as a second or foreign language, language teaching methods, teacher education, and English grammar, she is renowned for her work on the complex/dynamic systems approach to second language development.
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