Sentences with phrase «for teaching languages»

DuoLingo remains one of the best apps for teaching languages and is equally usable for English - language learners.

Although the simple method I use to teach on my website (using context) is very successful for teaching languages, it may not work so well for others subjects.

In education, generally, funding must be increased for teaching the languages, history and cultures of Asia.

Lesson plans are available that use the visual arts as a basis for teaching language arts, art, science, social studies, and math, and are related to the six themes of the site.

Activities have included maneuvering through a low - ropes course to build teamwork skills; entertainment, such as speakers who interacted with faculty and presented strategies for teaching language arts; discussions on goal setting and human behavior in organizations; book dramatizations; and an artist - in - residence for a day who outlined integrating the arts into the school program.

We launched our platform in 2017 as a result of Our love for teaching language and as a product of multiple years working in the industry, We figured it out what are our students needs and decided to meet them.

To help build schools» capacity for teaching the language, the nation's first Mandarin Chinese immersion school, which will celebrate its 25th anniversary next year, has begun offering professional - development programs and resources.

Studying and practicing dance improves reading readiness, and music gives context for teaching language skills.

Finding workable, effective strategies for teaching language arts is one of the most difficult issues facing school districts today.

However, since the hiring of a new superintendent in 1988, the district had worked to establish workshop methods for teaching language arts throughout the district.

Not exact matches

Inspired by Braille and Tadoma, a method of communication for the blind and and deaf, researchers were able to teach participants to feel four of the sounds that form the building blocks of language within three minutes.

René adds that they scoured the international education press, looking for news about government initiatives to boost English - language teaching.

A Utah - based startup that teaches developers new computer programming languages has confidentially filed for an initial public offering.

Google has been working for years on teaching machines to understand language, make sense of images and videos, and navigate real - world environments.

«I have been in entertainment and branding for 25 years now, but this is a whole other language that most people don't know, and to be able to teach this to kids that don't have the Harvard education is a beautiful thing because it's not just about owning your life, it's not about owning property,» Lopez said.

Furthermore, by removing language about an «unacceptable pregnancy,» «past Christian teaching» (which seems to be used as a cover for what follows in the sentence), and what may «warrant» abortion, some of the paragraph's more pro-choice references have been removed.

This language has stuck in my head for more than forty years: «First they would teach you the prayers and the Psalms, and that would be the right door (the one with the circle) and the long sweet words with the holy sound, and that would be the one to jump at to get where the food was.

Maybe that's what good teaching does, it gives us language for our minds for what our hearts already know or suspect.

Academics are taught to write for other academics, which means adopting a particular discipline's distinctive language.

As for teaching English, the best way to learn a language is for the teacher to only speak the language you are learning.

Third statement: A major need within the church today, for ourselves, and those we teach and those we talk to is (and the sentence contains some semi-technical language that can sound jargony, but it's illuminating, so stay with me): to help people move from pre-critical naivete, through critical thinking, to post-critical naivety.

This is confirmed with the distribution of this book that is in over 2500 languages, and has been sent all over the world for reading and teaching.

Instead of settling for the minimum in biblical languages, I try to teach that minimum and introduce an electronic product that will make translation almost nice.

I have some experience with it, having studied and taught it to undergraduate students for ten years, and having practiced Buddhist meditation periodically, most meaningfully under the guidance of a Zen Buddhist master from Japan for whom I served as a language instructor for one year.

In class, we were taught to use books for exegetical papers, diagrammatical analysis, word studies, and everything else related to learning these languages and using them to study Scripture.

Taking into account that Jesus wasn't just claiming to be some kind of guru here to teach people how to get along, that the claimed for himself the name «I AM» which is the very name of God in the Hebrew language, calimed that he is «Lord of the Sabbath» and Judge of the human race, one must come to one of three answers: a) Jesus is the Son of God b) He isn't.

He taught himself the classical and European languages and several subjects such as Botany and Zoology that he might be a greater witness for the Lord.

He describes in characteristically straightforward language Protestantism's crisis of authority and its need for real shepherds: «The Church must have not only normative sources written down on paper but also authoritative officeholders ordained to teach the whole Church.»

To sum up: Modern young people need to be taught manners: not the code of the emancipated ego, nor the pattern of conformity to the will of the majority, but the action - language of democracy, with due respect for worthy traditions from the past and determined criticism of unworthy ones.

You can say whatever you want to... Al Quran teaches that God created human in different nationality, ethnicity, language so that one can interact with other and then HE gave free will to every single one of the human... and every one of us will be held accountable for the using of this «free will»....

His own pet proof of «why there almost certainly is no God» (a proof in which he takes much evident pride) is one that a usually mild - spoken friend of mine (a friend who has devoted too much of his life to teaching undergraduates the basic rules of logic and the elementary language of philosophy) has described as «possibly the single most incompetent logical argument ever made for or against anything in the whole history of the human race.»

The aim is, for the teacher, «covering the material»; for the student, speed and accuracy in «information retrieval,» The rigid application of this paradigm is well illustrated by the teaching of classical languages in the nineteenth century.

This teaching has been preserved for us in the language and thought - forms of the later Evangelists, and is written in the light of the death of Jesus on the cross.

Although it does have a vital program for bringing to China English and American educators to teach English as a second language, it also supports a children's mental - health research institute, a child nutrition research project, and a factory that specializes in the manufacture and fitting of artificial limbs.

But this is not entirely satisfying, for the theory of development is itself predicated on the fact that the creeds of the Christian religion, however much they seek to declare the teaching of Scripture faithfully, employ language and even concepts absent from Scripture.

Another Italian company had tried to teach their Chinese employees Italian (not out of national chauvinism, but because Italian training manuals could then be used in China, perhaps also because Chinese workers whose only foreign language was Italian could not so easily be lured away to work for other foreign companies).

Such a system had serious drawbacks because the teaching materials were several centuries old, the study of Arabic — and no Chinese — was inadequate, so the students could read only a limited amount and could not speak the language, there was no general educational background for the religious courses, and the freedom allowed to the students often led them to form bad habits.

The language that we use for expressing that teaching is important, but it is important because we need to communicate clearly.

I am glad to hear from both of you and I appreciate your comments on me... unfortunately some muslim's action does not reflects what Quran tells a muslim to be... and ppl take these incorrect actions as the teaching of Islam... i was referring to go and read, sometimes reading will not be enough for you to understand as it is translation... sometimes translation does not give you correct as the quran was revealed in Arabic language... i would recommend if you don't understand some then please go to someone you know who has a real knowledge and not to show off....

For a few years before the Russian Revolution the attitude toward the Muslims became quite tolerant, which made it possible for the Muslims to obtain from the government a decree for the opening of primary schools in which religion and courses in Turkish language, literature, and history could be taugFor a few years before the Russian Revolution the attitude toward the Muslims became quite tolerant, which made it possible for the Muslims to obtain from the government a decree for the opening of primary schools in which religion and courses in Turkish language, literature, and history could be taugfor the Muslims to obtain from the government a decree for the opening of primary schools in which religion and courses in Turkish language, literature, and history could be taugfor the opening of primary schools in which religion and courses in Turkish language, literature, and history could be taught.

I worry about the possibility that there was a series of teachings which created an atmosphere, for those who endured it, in which this abusive language could be considered as acceptable.

I was struck also by the fact that the humanistic gymnasia through which students prepared for entry into the university taught them Greek and Latin and even Hebrew, just those languages most needed for a classical theological education.

By an opaque concept of revelation, 1 mean that familiar amalgamation of three levels of language in one form of traditional teaching about revelation: first, the level of the confession of faith where the lex credendi is not separated from the lex orandi; second, the level of ecclesial dogma where a historic community interprets for itself and for others the understanding of faith specific to its tradition; and third, the body of doctrines imposed by the magisterium as the rule of orthodoxy.

Except for differences of language, I can't see any difference between the wisdom teaching of Jesus and the wisdom teaching of Lao Tsu or the wisdom teaching of the Buddha.

For example, Thomas Troeger teaches that one way of finding the «logosomatic» language of the sermon (i.e., «style») is to physicalize the images and movements present in the text (84).

For generations various public schools have taught «foreign languages» without significant success.

In the Greek language, gnosis means knowledge, so the Gnostics taught that in order to really receive all that God wanted for you, you had to be inducted into a special and deeper knowledge of God.

Here's another, scarcely less oratorical in character, from the Congregation for the Doctrine of the Faith: the title of this document (another wonderful example of Vatican bogus academic language when what is needed is a competent journalist used to writing informative headlines) is «Considerations regarding proposals to give legal recognition to unions between homosexual persons» (2003): The Church's teaching on marriage and on the complementarity of the sexes reiterates a truth that is evident to right reason and recognised as such by all the major cultures of the world.

We may wish for inclusive language and may shy from such «moralizing» of the text, but coupled with Briscoe's lessons on theology and God's ways with people, such moral teaching does not seem out of place.

It seems to me that Evans leaves us with this dilemma: one must have a biblical onlook in order for Jesus Christ to provide a basis for self - involving language; one can not gain this biblical onlook by exposure to God or Jesus outside this biblical onlook; therefore, unless there is already a biblical onlook there is no basis for Christian teaching.