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The analytical construct known as community of practice – a group of people linked by the pursuit of a joint enterprise and sharing a repertoire of resources to this end – is used extensively in sociolinguistic research into the diffusion of variation in connection with the construction of both identity and social meaning and as part of a common, locally-constructed style. Communities of practice are also crucial in the diffusion of standard as well as non-standard practices and I believe that this tenet – which certainly holds for the present – could also be extended to the past, adding a new dimension to the historical study of standardisation. In this paper I intend to reconstruct a fifteenth-century community of practice on the evidence afforded by the late Middle English collection of correspondence known as the Stonor Letters. I will analyse the linguistic resources that members of this community of practice shared, paying particular attention to spelling focusing as demonstrated by the reduced frequency of spelling variants in their letters when compared to the orthography of letters by non-members. This perspective can thus help view historical proto-standardisation in a new light, one which associates it with processes of identity construction. [ABSTRACT FROM AUTHOR]

The aim of this study is to give an overview of some activities by using the films to teach English in a class of students who study English as a second language. Many English teachers accept that language learners seem to be more motivated when a film is involved, especially when it is an authentic one as it is a very supportive activity. Watching films cannot be enough by itself in language learning. This is probably because of watching it with subtitles in students' own language but not in English. An English film can be used in many class activities to open a way to focus for discussing the language and culture. With a good planning it creates a warm atmosphere among the students and they are helpful to reach an objective as a pastime activity too. It should be kept in mind that methods can especially work best only if it is done with pleasure. Using these activities give students courage, motivation, and increase their stimulation. Oral and other skill courses are composed by using common ideas, functions, or grammar emphasized in the film. If the right film is chosen motivation will increase. The purpose of the students' watching it should also be clear. The use of films will help improve the language and the learners' social developments. With the help of these activities, students will develop their pronunciation, vocabulary, authentic language, cultural transmission, and speaking abilities. Below are listed 12 activities to be carried out during viewing and post viewing the film. The author selected this film because it can be used in any class easily as it has no inappropriate scenes and students will have empathy on the players in the film made in a school environment. [ABSTRACT FROM AUTHOR]

A personal narrative is presented in which the author discusses her experience of teaching English orthography at the Langwarrin Primary School.

English foreign language (EFL) literacy achievement is a major challenge for EFL pupils in Israel. To better understand this challenge, this study used a quantitative approach to examine differences between experienced and preservice EFL teachers' content knowledge of the English orthography and the impact of a semester course on this knowledge. A qualitative analysis examined perceptions of the English orthography, effective teaching methods for word recognition and spelling as well as effectiveness of the course. Results supported English first language teacher knowledge research showing relatively weak English orthographic knowledge for all participants with experienced teachers demonstrating a slight advantage. Post course scores showed significant improvements for preservice EFL teachers but these scores were still far from ceiling. Participants were unanimous in stating that they felt that they benefited and gained significant knowledge as a result of participation in the course. They acknowledged the challenges of EFL spelling but were divided regarding whether and how it should be taught. Poor scores on the overall Teacher Knowledge Survey suggest that participants did not have the orthographic related knowledge necessary to guide their decisions as to how to teach EFL literacy. Orthographic related instruction for EFL preservice and practicing teachers should continue to be examined as a facilitating factor for effective teaching of EFL word recognition and spelling. [ABSTRACT FROM AUTHOR]

The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL spellers operate. Participants were adult speakers of three languages differing by the degree of transparency, Danish, Russian, and Italian (n = 60), and a group of English native speakers (n = 20). We analyzed keystroke logs from typed spellings of 30 English words. The amount of hesitation (number of corrections and number of long within-word pauses), was equal across all participants groups, thus disconfirming our first hypothesis. Inter-key intervals between onsets and rhymes were longer than within-rhyme intervals, but only in Danes and native English speakers, and not in Russians and Italians. We discuss how the characteristics of the L1 may explain the observed cross-linguistic differences. [ABSTRACT FROM AUTHOR]

Learning and teaching of foreign language is a challenging task and the task is learnt through skills of language i.e. writing, listening/speaking, and reading with the help of the rules of grammar. The problems to spell the words in English for FLL (foreign language learner) lie behind lack of learning these skills and practicing it. The purpose of this study is to review the literature on spelling problems and try to find out strategically specific point of solution that can help our student of CPY. Moreover, that one point problem solving factor should cover a wide range of solutions of Preparatory year college English language learners, Najran University, Najran, KSA or in a wider sense; Arab EFL learners. The study aims to know the reasons that lie behind these problems among the students of CPY. In other words, we can say that the aim of this study is to search and adapt the practice that can help our students to improve the spellings while they write in classes or in exams. [ABSTRACT FROM AUTHOR]

The aim of the paper is to compare and examines product and process approaches to the teaching of writing. Myles (2002, p.1) argues that "academic writing requires conscious effort and much practice in composing, developing, and analyzing ideas. Writing is a combination of process and product" (Sokolik, 2003). Product approach to the teaching of writing emphasizes mechanical aspects of writing such as focusing on grammatical and syntactical structures and imitating models and this approach is primarily concerned with correctness and form of the final product, whereas, Process approach emphasizes that writing itself is a developmental process that creates self-discovery and meaning. It is concerned with the process of how ideas are developed and formulated in writing. The approach focuses on how clearly and efficiently a learner can express and organize his/ her ideas clearly. In this approach, students are given opportunity to write what they have in their mind on paper, writing without worrying about form, grammar and correct spelling. (Khansir, 2010). [ABSTRACT FROM AUTHOR]

The purpose of this research was to evaluate the impact of a word study literacy approach on the spelling ability and self-efficacy of adults in a county jail. Forty-four Inmates participated in the word study intervention that provided them with hands-on learning. The word study intervention was conducted in four separate sessions (September, November, January, March) during 2-week periods. It was delivered to small groups of 3-6 inmates. Each group received the same method of intervention that only differed according to their developmental spelling stage. Inmates were administered the Developmental Spelling Assessment to determine what lessons should be instructed and a post-test was given to measure retention of learning. Pre-post self-efficacy scales and questionnaires also were administered. Data were analyzed both quantitatively and qualitatively. Results consolidated across the four interventions showed that inmates improved their spelling knowledge as a result of the word study approach. Their perceptions of the approach were positive and their sense of self-efficacy for spelling and reading improved. Reading and spelling correlated as expected, similar to previous research on children and general public adult learners. We conclude that jail participants valued the word study approach as a possible means for improving their knowledge and application. [ABSTRACT FROM AUTHOR]

Investigates strategies for improving the English spelling skills of secondary level students in Mapleton Elementary School in Maine. Data-driven suggestions for improving spelling; Observations of student spellers at work; Examples of recommended teaching practices.

Describes a way of how teachers can use an adopted speller so that it contributes to the overall spelling program via a spelling workshop. Basic structure of the workshop; Constructing a spelling profile; Charting daily activities; Children's success. INSETS: Getting ready for the spelling workshop.;Daily happenings in the workshop..

Compares the effects of invented spelling and direct instruction approaches on the writing and spelling performance of children. Participants, materials and experimental designs and conditions; Definition of invented spelling and direct instruction; Accuracy of targeted words; Overall spelling accuracy; Quality of writing; Preference for writing; Observed average difference in quality.

Presents delayed identity matching to complex samples as a method to teach spelling and relations among pictures and printed words. Studies of stimulus equivalence; Equivalence classes; Reflexivity; Symmetry; Transitivity; Delayed construction of words; Emergence of relations; Internal validity of the study; `True' spelling; Word-construction methods; Economy of teaching.

Describes a spelling remediation program used to teach spelling to a spelling-disabled boy suffering from aphasia. Use of systematic strategy instructional approach to teach 65 phonetically irregular words; Success in developing appropriate spelling strategies; Generalization of program effects.

Presents the results of experiments on the effect of the use of consonant letter names on the acquisition of spelling by kindergartners and first-graders. Includes experiments on the occurrence of letter-name spellings of consonants in experimental spelling tasks; Extension of the range of stimulus; Matching of control stimulus for each letter-name that shared the vowel phoneme and one of the consonants.

The article focuses on the study on the use and worth of spelling rules, conducted by Ina Craig Sartorius as part of her investigation of generalization in spelling. Sartorius picked from twenty spelling textbooks all the rules contained therein, and selected twenty-seven rules which were found in five or more of the spellers for examination. She found that among the twenty-seven statements of spelling rules were several that either supplemented or overlapped other rules.

The article presents a teacher's experience when he taught a class of children who came from families where they seldom heard correct sentences at home. The teacher experienced much difficulty during the early part but he resolved that the pupils should answer in complete sentences. He always made sure to correct any errors in grammar and spelling. Then, he told the students to come prepared to tell about something they had observed. The teacher made corrections about spelling and grammar.

The article presents an abstract of lectures on the teaching of penmanship and English spelling by Larkin Dunton.

The article presents tips for teaching spelling in the elementary school. Teachers should make their own spelling-books because the old spelling-books are tiresome and dull. Every day, a theme is selected by the teacher for spelling work. The theme can either be a proverb or a news item. The words are spelled orally and used in sentences to ensure that the right meaning is in the pupils' minds. Spelling errors are corrected by the pupils themselves.