

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
On Public and Private Spaces in the Classroom
المؤلف:
Tara Goldstein
المصدر:
Teaching and Learning in a Multilingual School
الجزء والصفحة:
P30-C2
2025-09-24
231
On Public and Private Spaces in the Classroom
As she explains in the interview excerpt above, Mrs. Lo only used Cantonese and Mandarin in spaces that were "private," off what Canadian and British sociolinguists Monica Heller, Marilyn Martin-Jones, and Mukul Saxena have called the "center stage" of the classroom floor.1 Mrs. Lo created such spaces by scheduling time for classroom practice, which allowed her to transform center stage into what I call a "shared stage." On the shared stage, students solved math problems collaboratively, using whatever language was most helpful to them. For Mrs. Lo, center stage was a public space for whole-group instruction and therefore a space where she only used English, the language of instruction at Northside. However, a shared stage where students instructed each other provided her with private spaces that could legitimately (with the support of the Language for Learning Policy discussed in the Introduction) become multilingual if students were stuck on a problem. The Cantonese and Mandarin counseling Mrs. Lo undertook with individual students took place "off stage," during the daily break or after class was over for the day. Mrs. Lo's creative use of time to create private spaces of instruction and assistance in her classroom not only allowed her to accept student multilingualism, but also allowed her to use her own trilingual set of resources to support student learning.
1 See Heller and Martin-Jones (2001) and Martin-Jones and Saxena (2001), where the concepts of center stage and off stage are introduced.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)