The Impact of Quantum Learning
by Bobbi DePorter
The perpetual question facing our education system is how to improve students' academic performance on standardized tests, enhance teachers' instructional techniques and increase student achievement overall. What's working and by what evidence?
A recent study, Quantum Learning's Impact on Achievement in Multiple Settings, was completed by William Benn. Benn, an External Evaluator for Program Improvement Schools, approved by the California Department of Education, studied the impact of the Quantum Learning model on 18 schools in four states.
The schools were chosen for their degree of commitment to Quantum Learning. All had implemented Quantum Learning over a number of years with a majority of their staff participating. High implementation and 'buy-in' from staff is a key component that correlates to the success of any method.
New Lexington Elementary School in the El Monte School District in California was one of the schools chosen for the study. New Lexington began conducting the Quantum Learning school wide reform model during the 2001-2002 school year and have continued through 2003. The results of the Academic Performance Index (API) scores from 2001 and 2002 indicate that New Lexington made statistically and educationally significant gains in academic achievement compared to 44 comparison schools. It also showed gains based on SAT-9 results. New Lexington Principal, Karen Smith commented, "Quantum Learning strategies played a key role in raising our students' literacy levels. In addition, I'm seeing a renewed sense of energy and purpose in my teachers' classrooms that truly helps to 'hook' students. When I see students get excited about learning, I get excited too."
In all 18 schools, Benn's study found that the Quantum Learning model demonstrated a consistent pattern of positive impact on student achievement. These outstanding results ranged from statistically and educationally significant gains in reading, mathematics, writing to more comprehensive measures of core academic achievement. Students whom attend schools that use the Quantum Learning model show a pattern of greater achievement than comparison sample students that have not been taught these strategies.
What is the Quantum Learning (QL) model?
Quantum Learning is a comprehensive model that covers both educational theory and immediate classroom implementation. It integrates research-based best practices in education into a unified whole, making content more meaningful and relevant to students' lives.
Quantum learning is about bringing joy to teaching and learning with ever-increasing 'Aha' moments of discovery. It helps teachers to present their content a way that engages and energizes students. This model also integrates learning and life skills, resulting in students who become effective lifelong learners – responsible for their own education.
The FADE model—Foundation, Atmosphere, Design, Environment—creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
Quantum Learning begins with a strong foundation built on the principles of the 8 Keys of Excellence. It holds the beliefs that: All people can learn, people learn differently, and learning is effective when it is joyful, engaging and challenging. The 8 Keys of Excellence include: Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good Purpose, Flexibility, This Is It!, and Balance. The 8 Keys of Excellence can be integrated into all subjects and grade levels. The 8 Keys are best implemented when parents and community leaders support and reinforce the Keys.
The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning:
Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning.
Everything is On Purpose: Everything we do has an intended purpose.
Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned.
Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation.
If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
Quantum Learning creates an empowering atmosphere of trust, safety and a sense of belonging. Establishing engaging, focused traditions creates a sense of belonging and safety and is an effective strategy for classroom management, focusing attention and motivating students to increase participation in learning. Each school day begins with a morning routine and purposeful first statement. These routines are designed to immediately focus students and create resourceful learning states.
Quantum Learning Design Frame
The QL Design Frame that drives the presentation and facilitation of content was formulated from many years of research on effective delivery methods and is the structural frame upon which content is designed to ensure student mastery. The elements (that are aligned with Dr. Georgi Lozanov's learning cycle) are:
Enroll—Use teacher moves that capture the interest, curiosity and attention of the students.
Experience—Create or elicit a common experience, or tap into common knowledge to which all learners can relate. Experience before Label creates schema on which to build new content.
Learn & Label—Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing schema.
Demonstrate—Give students an opportunity to demonstrate and apply their new learning.
Review and Reflect—Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection.
Celebration—Acknowledge the learning. It cements the content and adds a sense of completion.
Quantum Learning creates a supportive physical environment that enhances and reinforces learning. Ideal learning environments include proper lighting, purposeful color, positive affirmation posters, plants, props and music. These elements are easy to include in one's classroom, and students enjoy learning more in a comfortable setting.
The key is to create empowering school environments that build engaging and dynamic communities of learning. The results are enhanced teacher capacity and increased student achievement.
source:
the impact of Quantum learning
I'm Learning to Learn, Re-Learn and Un-Learn
Pro Kontra Paket Pelajaran 7/7 2005 di Inggris
Departemen Bidang Anak-Anak, Sekolah dan Keluarga di Inggris menuai kecaman karena akan memberikan paket pelajaran 7/7 2005 pada siswa-siswi sekolah dengan dalih sebagai cara untuk melawan ekstrimisme di negara itu. 7/7 2005 mengacu pada insiden ledakan bom di kota London yang terjadi pada tanggal 7 Juli tahun 2005 lalu.
Paket pelajaran ini membuat berang banyak orang di Inggris, karena para siswa sekolah ditugaskan untuk membuat presentasi tentang insiden serangan bom yang menewaskan 52 orang tersebut. Mereka juga diminta untuk membuat ringkasan tentang motif para pelaku melakukan serangan bahkan dibolehkan untuk membuat perkiraan sendiri apa motif serangan bom itu.
Sejumlah pihak di Inggris mengecam pengajaran 7/7 2005. Jacqui Putnam, korban selamat dalam insiden ledakan bom tersebut mempertanyakan apa pentingnya mengajarkan anak-anak untuk menempatkan diri mereka di posisi para pelaku yang telah melakukan tindakan yang tidak manusiawi. “Pastinya masih ada cara lain yang lebih baik untuk mencapai tujuan mereka,” kata Putnam.
Kritik juga dilontarkan Patrick Mercer, ketua Commons Terrorism Sub-Committee. “Apa manfaatnya berpura-pura jadi seorang pelaku bom bunuh diri jika hal semacam itu justeru mengaburkan tujuan dari pengajaran untuk melawan ekstrimisme. Bayangkan apa yang akan terjadi jika kita meminta anak-anak berpura-pura berperan sebagai Hitler,” tukas Mercer.
Muslim Inggris yang juga anggota parlemen Khalid Mahmood mengatakan, pengajaran semacam itu hanya akan mendorong keyakinan orang pada sesuatu yang sebenarnya sedang dicegah oleh pemerintah Inggris. “Pemerintah seharusnya melihat peristiwa itu dari sisi para korban,” kata Mahmood.
Sail Suleman yang menyusun paket pengajaran 7/7 2005 membela diri bahwa paket pengajaran itu sama pentingnya dengan cara-cara lain yang dilakukan untuk mencegah ekstrimisme. “Kami melihat bagaimana orang bisa sangat ekstrim. Mengapa anak-anak muda melakukan apa yang dilakukan para pelaku bom bunuh diri itu? Apa tekanan yang mereka dapatkan dari teman-teman main mereka? Harapannya, kami mendorong para siswa untuk menghindar dari teman-teman semacam itu,” dalih Suleman.
“Paket pengajaran itu ingin menciptakan sebuah lingkungan, dimana akan ada diskusi tentang ekstrimisme sehingga orang akan mengerti apa yang harus dilakukannya untuk menjadi warga negara yang baik,” sambung Suleman.
Suleman mendapat dukungan dari Tahir Alam, jurubicara bidang pendidikan Muslim Council of Britain. Menurut Alam, dengan mengetahui motif para pelaku bom bunuh diri bisa membantu untuk mengetahui apa akar penyebab ekstrimisme.
Tapi, karena menuai kritik dan kecaman dari banyak pihak, pemerintah Inggris akhirnya membatalkan paket pengajaran itu dan meminta maaf pada para kerabat korban bom bunuh diri 7 Juli 2005. (ln/iol)
Paket pelajaran ini membuat berang banyak orang di Inggris, karena para siswa sekolah ditugaskan untuk membuat presentasi tentang insiden serangan bom yang menewaskan 52 orang tersebut. Mereka juga diminta untuk membuat ringkasan tentang motif para pelaku melakukan serangan bahkan dibolehkan untuk membuat perkiraan sendiri apa motif serangan bom itu.
Sejumlah pihak di Inggris mengecam pengajaran 7/7 2005. Jacqui Putnam, korban selamat dalam insiden ledakan bom tersebut mempertanyakan apa pentingnya mengajarkan anak-anak untuk menempatkan diri mereka di posisi para pelaku yang telah melakukan tindakan yang tidak manusiawi. “Pastinya masih ada cara lain yang lebih baik untuk mencapai tujuan mereka,” kata Putnam.
Kritik juga dilontarkan Patrick Mercer, ketua Commons Terrorism Sub-Committee. “Apa manfaatnya berpura-pura jadi seorang pelaku bom bunuh diri jika hal semacam itu justeru mengaburkan tujuan dari pengajaran untuk melawan ekstrimisme. Bayangkan apa yang akan terjadi jika kita meminta anak-anak berpura-pura berperan sebagai Hitler,” tukas Mercer.
Muslim Inggris yang juga anggota parlemen Khalid Mahmood mengatakan, pengajaran semacam itu hanya akan mendorong keyakinan orang pada sesuatu yang sebenarnya sedang dicegah oleh pemerintah Inggris. “Pemerintah seharusnya melihat peristiwa itu dari sisi para korban,” kata Mahmood.
Sail Suleman yang menyusun paket pengajaran 7/7 2005 membela diri bahwa paket pengajaran itu sama pentingnya dengan cara-cara lain yang dilakukan untuk mencegah ekstrimisme. “Kami melihat bagaimana orang bisa sangat ekstrim. Mengapa anak-anak muda melakukan apa yang dilakukan para pelaku bom bunuh diri itu? Apa tekanan yang mereka dapatkan dari teman-teman main mereka? Harapannya, kami mendorong para siswa untuk menghindar dari teman-teman semacam itu,” dalih Suleman.
“Paket pengajaran itu ingin menciptakan sebuah lingkungan, dimana akan ada diskusi tentang ekstrimisme sehingga orang akan mengerti apa yang harus dilakukannya untuk menjadi warga negara yang baik,” sambung Suleman.
Suleman mendapat dukungan dari Tahir Alam, jurubicara bidang pendidikan Muslim Council of Britain. Menurut Alam, dengan mengetahui motif para pelaku bom bunuh diri bisa membantu untuk mengetahui apa akar penyebab ekstrimisme.
Tapi, karena menuai kritik dan kecaman dari banyak pihak, pemerintah Inggris akhirnya membatalkan paket pengajaran itu dan meminta maaf pada para kerabat korban bom bunuh diri 7 Juli 2005. (ln/iol)
Mencoba memahami bahasa hacker
Entry post ini bukan mau mengajari bikin surat cinta tapiMencoba memahami bahasa hacker yang sedang falling in love dan terus bikin love letters..
saya baca bola-bali tapi koq susah ya memahaminya tetapi linguistically this is very interesting and unique to investigate....
baca ajah ya...
Judul: surat cinta seorang hacker
Seandainya hatimu adalah sebuah system, maka aku akan scan kamu untuk
mengetahui port mana yang terbuka Sehingga tidak ada keraguan saat aku
c:\> nc -l -o -v -e ke hatimu,tapi aku hanya berani ping di belakang
anonymouse proxy, inikah rasanya jatuh cinta sehingga membuatku
seperti pecundang atau aku memang pecundang sejati whatever!
Seandainya hatimu adalah sebuah system,
ingin rasanya aku manfaatkan vulnerabilitiesmu, pake PHP injection
Terus aku ls -la; find / -perm 777 -type d,sehingga aku tau kalo di
hatimu ada folder yang bisa ditulisi atau adakah free space buat aku?.
apa aku harus pasang backdor “Remote Connect-Back Shell”jadi aku
tinggal nunggu koneksi dari kamu saja, biar aku tidak merana seperti ini.
Seandainya hatimu adalah sebuah system,
saat semua request-ku diterima aku akan nogkrong terus di bugtraq
untuk mengetahui bug terbarumu maka aku akan patch n pacth terus,aku
akan jaga service-mu jangan sampai crash n aku akan menjadi firewallmu
aku akan pasang portsentry, dan menyeting error pagemu ” The page
cannot be found Coz Has Been Owned by Someone get out!” aku janji gak
bakalan ada macelinious program atau service yang hidden, karena aku
sangat sayang dan mencintaimu.
Seandainya hatimu adalah sebuah system,
jangan ada kata “You dont have permission to access it” untuk aku,
kalau ga mau di ping flood Atau DDos Attack jangan ah….! kamu harus
menjadi sang bidadari penyelamatku.
Seandainya hatimu adalah sebuah system, …?
Tapi sayang hatimu bukanlah sebuah system,
kamu adalah sang bidadari impianku, yang telah mengacaukan systemku!
Suatu saat nanti aku akan datang n mengatakan kalau di hatiku sudah
terinfeksi virus yang Menghanyutkan, Ga ada anti virus yang dapat
menangkalnya selain …kamu.
sumber : tidak diketahui
saya baca bola-bali tapi koq susah ya memahaminya tetapi linguistically this is very interesting and unique to investigate....
baca ajah ya...
Judul: surat cinta seorang hacker
Seandainya hatimu adalah sebuah system, maka aku akan scan kamu untuk
mengetahui port mana yang terbuka Sehingga tidak ada keraguan saat aku
c:\> nc -l -o -v -e ke hatimu,tapi aku hanya berani ping di belakang
anonymouse proxy, inikah rasanya jatuh cinta sehingga membuatku
seperti pecundang atau aku memang pecundang sejati whatever!
Seandainya hatimu adalah sebuah system,
ingin rasanya aku manfaatkan vulnerabilitiesmu, pake PHP injection
Terus aku ls -la; find / -perm 777 -type d,sehingga aku tau kalo di
hatimu ada folder yang bisa ditulisi atau adakah free space buat aku?.
apa aku harus pasang backdor “Remote Connect-Back Shell”jadi aku
tinggal nunggu koneksi dari kamu saja, biar aku tidak merana seperti ini.
Seandainya hatimu adalah sebuah system,
saat semua request-ku diterima aku akan nogkrong terus di bugtraq
untuk mengetahui bug terbarumu maka aku akan patch n pacth terus,aku
akan jaga service-mu jangan sampai crash n aku akan menjadi firewallmu
aku akan pasang portsentry, dan menyeting error pagemu ” The page
cannot be found Coz Has Been Owned by Someone get out!” aku janji gak
bakalan ada macelinious program atau service yang hidden, karena aku
sangat sayang dan mencintaimu.
Seandainya hatimu adalah sebuah system,
jangan ada kata “You dont have permission to access it” untuk aku,
kalau ga mau di ping flood Atau DDos Attack jangan ah….! kamu harus
menjadi sang bidadari penyelamatku.
Seandainya hatimu adalah sebuah system, …?
Tapi sayang hatimu bukanlah sebuah system,
kamu adalah sang bidadari impianku, yang telah mengacaukan systemku!
Suatu saat nanti aku akan datang n mengatakan kalau di hatiku sudah
terinfeksi virus yang Menghanyutkan, Ga ada anti virus yang dapat
menangkalnya selain …kamu.
sumber : tidak diketahui
SYLLABUS untuk mata kuliah ESP
SYLLABUS
Subject English For Specific Purposes
Department: English Department
Program :Strata 1 (S-1)
Credit : 3 Credit
Purpose of The Study :
The Students are intended to understand any models, designs, methods, and evaluation tools for English Specific Purposes in order to design project out line.
Topics and Reading Assignments :
1. Introduction to the course : Whats is ESP
2. The origin; The Development of ESP; ESP : Approach not product.
3. Language and Description.
4. Theories of Learning
5. Needs analysis
6. Mid Term Exam
7. Approaches to course design
8. The Syllabus
9. Materials Evaluation
10. Materials Design
11. Methodology
12. Evaluation
13. The Role of Esp Teacher : Orientation
14. Final Exam
Requirements :
1. The Student must read any related literatur to enrich certain abilities on ESP.
2. The Students are suggested to take part in class discussion actively to take broad understanding on the given lecture.
3. The Students must read any realted journal to give broad understanding of the ESP.
4. Please submit your assignment on time.
Assessment :
You will be graded from A through D map out as follows :
Class Works and Participation : 15%
Mid Term Exam : 30%
Final Exam : 30%
Project : 25%
Suggested Reading :
1. Hutchinson, Tom. And Alan Waters. 1990. English For Specific Purposes: A Learning-Centered Approach. Csmbridge University Press: New York.
2. Dubin, Fraida. 1986. Course Design : Development Programs and Materials for Language Learning. Cambridge University Press.
3. Subyato-Nababan, Sri Untari. 1993. Metodologi Pengajaran Bahasa. PT Gramedia Pustaka Utama. Jakarta.
4. Prof. Dr. IskandarWassid. 2008. Strategi Pembelajaran Bahasa. PT Remaja Rosdakarya. Jakarta.
5. Little Wood, William. 1981. Communicative Language Teaching. Cambridge Iniversity Press. London
6. Woodward, Tessa.1999. Planning Lessons and Courses. Cambridge University Press.
Subject English For Specific Purposes
Department: English Department
Program :Strata 1 (S-1)
Credit : 3 Credit
Purpose of The Study :
The Students are intended to understand any models, designs, methods, and evaluation tools for English Specific Purposes in order to design project out line.
Topics and Reading Assignments :
1. Introduction to the course : Whats is ESP
2. The origin; The Development of ESP; ESP : Approach not product.
3. Language and Description.
4. Theories of Learning
5. Needs analysis
6. Mid Term Exam
7. Approaches to course design
8. The Syllabus
9. Materials Evaluation
10. Materials Design
11. Methodology
12. Evaluation
13. The Role of Esp Teacher : Orientation
14. Final Exam
Requirements :
1. The Student must read any related literatur to enrich certain abilities on ESP.
2. The Students are suggested to take part in class discussion actively to take broad understanding on the given lecture.
3. The Students must read any realted journal to give broad understanding of the ESP.
4. Please submit your assignment on time.
Assessment :
You will be graded from A through D map out as follows :
Class Works and Participation : 15%
Mid Term Exam : 30%
Final Exam : 30%
Project : 25%
Suggested Reading :
1. Hutchinson, Tom. And Alan Waters. 1990. English For Specific Purposes: A Learning-Centered Approach. Csmbridge University Press: New York.
2. Dubin, Fraida. 1986. Course Design : Development Programs and Materials for Language Learning. Cambridge University Press.
3. Subyato-Nababan, Sri Untari. 1993. Metodologi Pengajaran Bahasa. PT Gramedia Pustaka Utama. Jakarta.
4. Prof. Dr. IskandarWassid. 2008. Strategi Pembelajaran Bahasa. PT Remaja Rosdakarya. Jakarta.
5. Little Wood, William. 1981. Communicative Language Teaching. Cambridge Iniversity Press. London
6. Woodward, Tessa.1999. Planning Lessons and Courses. Cambridge University Press.
The Origins of ESP
The Origins of ESP
Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).
Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an " ... age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.
The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).
The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. Rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.
Sumberipun niki nggih: www.iteslj.org
Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).
Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an " ... age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.
The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).
The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. Rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.
Sumberipun niki nggih: www.iteslj.org
English for Specific Purposes: What does it mean? Why is it different?
English for Specific Purposes: What does it mean? Why is it different?
Laurence Anthony
Dept. of Information and Computer Engineering, Faculty of Engineering
Okayama University of Science, 1-1 Ridai-cho, Okayama 700, Japan
anthony 'at' ice.ous.ac.jp
1. Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline it serves
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
5. References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.
www.antlab.sci.waseda.ac.jp
Laurence Anthony
Dept. of Information and Computer Engineering, Faculty of Engineering
Okayama University of Science, 1-1 Ridai-cho, Okayama 700, Japan
anthony 'at' ice.ous.ac.jp
1. Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline it serves
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
5. References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.
www.antlab.sci.waseda.ac.jp
English for Specific Purposes - Introduction
English for Specific Purposes - Introduction
ESP (English for Specific Purposes) has been referred to as "applied ELT" as the content and aims of any course are determined by the needs of a specific group of learners. ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, bricklaying). You will find special sections for Business English and English for Academic Purposes elsewhere on this website.
According to Dudley-Evans (2001) the absolute characteristics of ESP are:
* ESP is designed to meet the specific needs of the learners.
* ESP makes use of the underlying methodology and activities of the specialism it serves.
* It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities.
ESP practitioners are also becoming increasingly involved in intercultural communication and the development of intercultural competence.
For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are:
* What do students need to do with English?
* Which of the skills do they need to master and how well?
* Which genres do they need to master either for comprehension or production purposes?
Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency.
ESP has become increasingly important as:
* There has been an increase in vocational training and learning throughout the world.
* With the spread of globalisation has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts.
* Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age.
An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning).
In some English speaking countries governments are launching initiatives to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety.
Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners.
Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include:
* How much do the learners know about their specialism?
* Are the students pre-experience or post-experience learners?
* How specific and detailed are the language, skills and genres that the learners need to learn?
Although you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP.
* Curiosity
The teacher should be interested in the subject area and want to learn more.
* Collaboration
Teachers should seek out subject specialists, show them their work and ask for their feedback.
* Confidence
Confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners.
Harding (2007) stresses that the general skills that a general English teacher uses e.g. being communicative, using authentic materials and analysing English in a practical way are also applicable to ESP. He also suggests that teachers should:
* Think about what is needed and don't just follow an off-the-shelf course or course book.
* Understand the nature of their students' subject area.
* Work out their language needs in relation to their specialism.
* Use contexts, texts, situations from their subject area.
* Use authentic materials.
* Make the tasks as authentic as possible.
* Motivate the students with variety, relevance and fun.
* Take the classroom into the real world and bring the real world into the classroom.
Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP!
Acronyms in ESP
CLIL (Content and Language Integrated Learning)
EAP (English for Academic Purposes)
EBP (English for Business Purposes)
ESAP (English for Specific Academic Purposes)
EGAP (English for General Academic Purposes)
EMP (English for Medical Purposes)
EOP (English for Occupational Purposes)
EPP (English for Professional Purposes)
EST (English for Science and Technology)
EVP (English for Vocational Purposes)
EWP (English for/in the Workplace)
References
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov
Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL, Cambridge University Press
Harding, K (2007) English for Specific Purposes, Oxford University Press
www.eachingenglish.org.uk
ESP (English for Specific Purposes) has been referred to as "applied ELT" as the content and aims of any course are determined by the needs of a specific group of learners. ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, bricklaying). You will find special sections for Business English and English for Academic Purposes elsewhere on this website.
According to Dudley-Evans (2001) the absolute characteristics of ESP are:
* ESP is designed to meet the specific needs of the learners.
* ESP makes use of the underlying methodology and activities of the specialism it serves.
* It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities.
ESP practitioners are also becoming increasingly involved in intercultural communication and the development of intercultural competence.
For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are:
* What do students need to do with English?
* Which of the skills do they need to master and how well?
* Which genres do they need to master either for comprehension or production purposes?
Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency.
ESP has become increasingly important as:
* There has been an increase in vocational training and learning throughout the world.
* With the spread of globalisation has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts.
* Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age.
An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning).
In some English speaking countries governments are launching initiatives to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety.
Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners.
Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include:
* How much do the learners know about their specialism?
* Are the students pre-experience or post-experience learners?
* How specific and detailed are the language, skills and genres that the learners need to learn?
Although you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP.
* Curiosity
The teacher should be interested in the subject area and want to learn more.
* Collaboration
Teachers should seek out subject specialists, show them their work and ask for their feedback.
* Confidence
Confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners.
Harding (2007) stresses that the general skills that a general English teacher uses e.g. being communicative, using authentic materials and analysing English in a practical way are also applicable to ESP. He also suggests that teachers should:
* Think about what is needed and don't just follow an off-the-shelf course or course book.
* Understand the nature of their students' subject area.
* Work out their language needs in relation to their specialism.
* Use contexts, texts, situations from their subject area.
* Use authentic materials.
* Make the tasks as authentic as possible.
* Motivate the students with variety, relevance and fun.
* Take the classroom into the real world and bring the real world into the classroom.
Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP!
Acronyms in ESP
CLIL (Content and Language Integrated Learning)
EAP (English for Academic Purposes)
EBP (English for Business Purposes)
ESAP (English for Specific Academic Purposes)
EGAP (English for General Academic Purposes)
EMP (English for Medical Purposes)
EOP (English for Occupational Purposes)
EPP (English for Professional Purposes)
EST (English for Science and Technology)
EVP (English for Vocational Purposes)
EWP (English for/in the Workplace)
References
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov
Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL, Cambridge University Press
Harding, K (2007) English for Specific Purposes, Oxford University Press
www.eachingenglish.org.uk
How is ESP different from general English language courses?
1. The words and sentences learned, the subject matter discussed, all relate to a particular field or discipline, for example, a lawyer writing a brief, or a diplomat preparing a policy paper. The courses make use of vocabulary and tasks related to the field such as negotiation skills and effective techniques for oral presentations.
2. ESP programs use printed and audio-visual materials that are specially designed to meet the needs of a specific group of learners, usually adults. Typical ESP textbooks are English for Corporate Communications and English for Information Systems.
3. Tuition for an ESP course may be somewhat higher than that of a general English language course. (The specialized teaching, requiring professionals, the broad range of supporting activities and facilities explain this higher cost.) In general, the course will conform to the length of a school's regular English language programs (semester length, 4-, 6-, or 8-week summer sessions) although a highly specialized course lasting only two or three weeks might be designed to meet the needs of a specific group.
Apart from differences in ESP programs' duration and cost, these courses have a common purpose: to increase students' skill and confidence in using English.
Who should enroll in ESP programs?
Generally, older, more advanced students should consider ESP instead of a more general English language course. Students should note, however, that most courses assume a strong English language background. Many require that applicants be at a High Intermediate or Advanced level of skill.
sumberipun: www.studyusa.com
2. ESP programs use printed and audio-visual materials that are specially designed to meet the needs of a specific group of learners, usually adults. Typical ESP textbooks are English for Corporate Communications and English for Information Systems.
3. Tuition for an ESP course may be somewhat higher than that of a general English language course. (The specialized teaching, requiring professionals, the broad range of supporting activities and facilities explain this higher cost.) In general, the course will conform to the length of a school's regular English language programs (semester length, 4-, 6-, or 8-week summer sessions) although a highly specialized course lasting only two or three weeks might be designed to meet the needs of a specific group.
Apart from differences in ESP programs' duration and cost, these courses have a common purpose: to increase students' skill and confidence in using English.
Who should enroll in ESP programs?
Generally, older, more advanced students should consider ESP instead of a more general English language course. Students should note, however, that most courses assume a strong English language background. Many require that applicants be at a High Intermediate or Advanced level of skill.
sumberipun: www.studyusa.com
Islam in Britain
Islam is the largest minority religion in the United Kingdom with a total of 1,591,000, (or 2.8% of the total population) Muslims.
The first large group of Muslims in Britain arrived about 300 years ago. They were sailors recruited in India to work for the East India Company, and so it's not surprising that the first Muslim communities were found in port towns. Ships' cooks came too, many of them from Sylhet in what is now Bangladesh. There are records of Sylhetis working in London restaurants as early as 1873.
The first Muslim community which permanently settled in the United Kingdom consisted of Yemeni sailors who arrived in ports such as Swansea, Liverpool and South Shields shortly after 1900. Later some of them migrated to inland cities like Birmingham and Sheffield where there are 23,819 Muslims.
Mosques also appeared in British seaports at this time; The first mosque in Britain is recorded as having been at 2 Glyn Rhondda Street, Cardiff, in 1860[6]. From the 1950s, with large immigration to Britain from the former colonies of Britain, large Muslim populations developed in several British towns, and cities.
In England 40% of Muslims live in London, where they make up 8.5% of the population. There are also large numbers of Muslims in Birmingham, Manchester, Bradford, Luton, Slough, Leicester and the mill towns of Northern England. In Scotland there are significant Muslim populations in Glasgow (17667, 3.1%), East Renfrewshire (1897, 2.1%), Dundee (2846, 2.0%) and Edinburgh (6801, 1.5%). In Wales most Muslims live in Cardiff (11261, 3,7%), but there are also significant numbers in Newport (3492, 2.6%) and Swansea (2167, 1.0%). Muslims are concentrated in urban areas, where they make up 3.3% of the population; In rural areas the proportion of the population is less than 0.1%.
The local authorities with a Muslim population greater than 10% are:
* London Borough of Tower Hamlets 36.4% 71,389
* London Borough of Newham 24.3% 59,293
* Blackburn with Darwen 19.4% 26,674
* Bradford 16.1% 75,188
* London Borough of Waltham Forest 15.1% 32,902
* Luton 14.6% 26,963
* Birmingham 14.3% 139,771
* London Borough of Hackney 13.8% 27,908
* Pendle 13.4% 11,988
* Slough 13.4% 15,897
* London Borough of Brent 12.3% 32,290
* London Borough of Redbridge 11.9% 28,487
* City of Westminster 11.8% 21,346
* London Borough of Camden 11.6% 22,906
* London Borough of Haringey 11.3% 24,371
* Oldham 11.1% 24,039
* Leicester 11.0% 30,885
* London Borough of Ealing 10.3% 31,033
* Kirklees 10.1% 39,312
The Savile Town area of Dewsbury is often seen as the Muslim centre of the country, being "some 97-100% Muslim"[11] and having the largest Islamic seminary in the country with the Markazi mosque, one of the largest purpose-built mosque in Europe. It is also one of the most orthodox centers of Muslim learning in the West.[12] Most large cities have one area that is a majority Muslim even if the rest of the city has a fairly small Muslims population; see, for example, Harehills in Leeds.
Pakistani Kashmiris from the Mirpur district (part of Pakistan Administered Kashmir, Northern Pakistan) were the first South Asian Muslim community which settled in Britain permanently. The first of them arrived in Birmingham and Bradford in the late 1930s. Immigration from around the district of Mirpur grew from the late 1950s onwards. It was accompanied by immigration from other parts of Pakistan, mainly the north of the Punjab and the area around Attock in the North-West Frontier Province province of Pakistan.
People of Pakistani ethnic background are particularly strong in the West Midlands, West Yorkshire, Lancashire/ Greater Manchester and industrial towns in South East England like Luton, Slough and Oxford. There are also many Muslims from the Sylhet region of Bangladesh and from the Gujerat region of India living in Britain. The Sylhetis, (who speak a dialect of Bengali) are concentrated in Tower Hamlets, London. However, they also possess significant communities in Luton, Birmingham, Manchester, Oldham, Hyde, Bradford, Keighley and Sunderland. There are large numbers of Gujerati Muslims in Dewsbury, Blackburn, Bolton and Preston.
Apart from these peoples, a considerable portion of South Asian Muslims trace their origins back to South Asian communities in East Africa that either simply moved or were forced out due to anti-Indian activities of African revolutionaries in countries such as Uganda and Zanzibar.
There are also communities of Somali, Nigerian and other Subsaharan African peoples, especially in London as well as Bosnian and Albanian Muslims from Kosovo in Britain. Since the Iraq War, there has been an increase in the number of Kurds in Britain. Again, they may be concentrated in certain areas, such as the Ravensthorpe area of Dewsbury.
MCB
The Muslim Council of Britain (MCB) is an unincorporated association founded in 1997 with the following aims:
1. To promote co-operation, consensus and unity on Muslim affairs in the UK.
2. To encourage and strengthen all existing efforts being made for the benefit of the Muslim community.
3. To work for a more enlightened appreciation of Islam and Muslims in the wider society.
4. To establish a position for the Muslim community within British society that is fair and based on due rights.
5. To work for the eradication of disadvantages and forms of discrimination faced by Muslims.
6. To foster better community relations and work for the good of society as a whole.
7. It was inaugurated on 23 November at Brent Town Hall.
As an umbrella organisation it unites many national, regional, local and specialist organisations and institutions from different ethnic and sectarian backgrounds within UK Islamic society. The Muslim Council of Britain has condemned the war in Iraq. It also condemns terrorism by Muslims and non-Muslims alike.
http://www.iqracentre.org/
The first large group of Muslims in Britain arrived about 300 years ago. They were sailors recruited in India to work for the East India Company, and so it's not surprising that the first Muslim communities were found in port towns. Ships' cooks came too, many of them from Sylhet in what is now Bangladesh. There are records of Sylhetis working in London restaurants as early as 1873.
The first Muslim community which permanently settled in the United Kingdom consisted of Yemeni sailors who arrived in ports such as Swansea, Liverpool and South Shields shortly after 1900. Later some of them migrated to inland cities like Birmingham and Sheffield where there are 23,819 Muslims.
Mosques also appeared in British seaports at this time; The first mosque in Britain is recorded as having been at 2 Glyn Rhondda Street, Cardiff, in 1860[6]. From the 1950s, with large immigration to Britain from the former colonies of Britain, large Muslim populations developed in several British towns, and cities.
In England 40% of Muslims live in London, where they make up 8.5% of the population. There are also large numbers of Muslims in Birmingham, Manchester, Bradford, Luton, Slough, Leicester and the mill towns of Northern England. In Scotland there are significant Muslim populations in Glasgow (17667, 3.1%), East Renfrewshire (1897, 2.1%), Dundee (2846, 2.0%) and Edinburgh (6801, 1.5%). In Wales most Muslims live in Cardiff (11261, 3,7%), but there are also significant numbers in Newport (3492, 2.6%) and Swansea (2167, 1.0%). Muslims are concentrated in urban areas, where they make up 3.3% of the population; In rural areas the proportion of the population is less than 0.1%.
The local authorities with a Muslim population greater than 10% are:
* London Borough of Tower Hamlets 36.4% 71,389
* London Borough of Newham 24.3% 59,293
* Blackburn with Darwen 19.4% 26,674
* Bradford 16.1% 75,188
* London Borough of Waltham Forest 15.1% 32,902
* Luton 14.6% 26,963
* Birmingham 14.3% 139,771
* London Borough of Hackney 13.8% 27,908
* Pendle 13.4% 11,988
* Slough 13.4% 15,897
* London Borough of Brent 12.3% 32,290
* London Borough of Redbridge 11.9% 28,487
* City of Westminster 11.8% 21,346
* London Borough of Camden 11.6% 22,906
* London Borough of Haringey 11.3% 24,371
* Oldham 11.1% 24,039
* Leicester 11.0% 30,885
* London Borough of Ealing 10.3% 31,033
* Kirklees 10.1% 39,312
The Savile Town area of Dewsbury is often seen as the Muslim centre of the country, being "some 97-100% Muslim"[11] and having the largest Islamic seminary in the country with the Markazi mosque, one of the largest purpose-built mosque in Europe. It is also one of the most orthodox centers of Muslim learning in the West.[12] Most large cities have one area that is a majority Muslim even if the rest of the city has a fairly small Muslims population; see, for example, Harehills in Leeds.
Pakistani Kashmiris from the Mirpur district (part of Pakistan Administered Kashmir, Northern Pakistan) were the first South Asian Muslim community which settled in Britain permanently. The first of them arrived in Birmingham and Bradford in the late 1930s. Immigration from around the district of Mirpur grew from the late 1950s onwards. It was accompanied by immigration from other parts of Pakistan, mainly the north of the Punjab and the area around Attock in the North-West Frontier Province province of Pakistan.
People of Pakistani ethnic background are particularly strong in the West Midlands, West Yorkshire, Lancashire/ Greater Manchester and industrial towns in South East England like Luton, Slough and Oxford. There are also many Muslims from the Sylhet region of Bangladesh and from the Gujerat region of India living in Britain. The Sylhetis, (who speak a dialect of Bengali) are concentrated in Tower Hamlets, London. However, they also possess significant communities in Luton, Birmingham, Manchester, Oldham, Hyde, Bradford, Keighley and Sunderland. There are large numbers of Gujerati Muslims in Dewsbury, Blackburn, Bolton and Preston.
Apart from these peoples, a considerable portion of South Asian Muslims trace their origins back to South Asian communities in East Africa that either simply moved or were forced out due to anti-Indian activities of African revolutionaries in countries such as Uganda and Zanzibar.
There are also communities of Somali, Nigerian and other Subsaharan African peoples, especially in London as well as Bosnian and Albanian Muslims from Kosovo in Britain. Since the Iraq War, there has been an increase in the number of Kurds in Britain. Again, they may be concentrated in certain areas, such as the Ravensthorpe area of Dewsbury.
MCB
The Muslim Council of Britain (MCB) is an unincorporated association founded in 1997 with the following aims:
1. To promote co-operation, consensus and unity on Muslim affairs in the UK.
2. To encourage and strengthen all existing efforts being made for the benefit of the Muslim community.
3. To work for a more enlightened appreciation of Islam and Muslims in the wider society.
4. To establish a position for the Muslim community within British society that is fair and based on due rights.
5. To work for the eradication of disadvantages and forms of discrimination faced by Muslims.
6. To foster better community relations and work for the good of society as a whole.
7. It was inaugurated on 23 November at Brent Town Hall.
As an umbrella organisation it unites many national, regional, local and specialist organisations and institutions from different ethnic and sectarian backgrounds within UK Islamic society. The Muslim Council of Britain has condemned the war in Iraq. It also condemns terrorism by Muslims and non-Muslims alike.
Playstation is Playsyaithon
BERHATI-HATILAH DENGAN APA SAJA YANG MELALAIKANMU DARI INGAT PADA ALLAH. In my opinion Playsyaithon entah itu PS2 apa PS3 itu semua adalah permainan syaithon yang melalaikan. Jane secara syariat boleh aja tapi perlu ingat waktu ingat sholat...
Pentingnya kesetaraan Gender
Al-Quran surat ke-33. al-ahzab ayat 35
"
Sesungguhnya laki-laki dan perempuan yang muslim, laki-laki dan perempuan yang mukmin, laki-laki dan perempuan yang tetap dalam ketaatannya, laki-laki dan perempuan yang benar, laki-laki dan perempuan yang sabar, laki-laki dan perempuan yang khusyuk, laki-laki dan perempuan yang bersedekah, laki-laki dan perempuan yang berpuasa, laki-laki dan perempuan yang memelihara kehormatannya, laki-laki dan perempuan yang banyak menyebut (nama) Allah, Allah telah menyediakan untuk mereka ampunan dan pahala yang besar."
Ayat diatas adalah ayat yang sangat sesuai dengan misi kesetaraan jender dimana laki-laki dan wanita dalam islam diberi kesempatan untuk "fastabiqul khoirot" alias berlomba-lomba dalam kebaikan untuk meraih ridlo Allah SWT sehingga masuk ke dalam Jannah-Nya.Jadi jangan ikut tafsir yang salah wanita ingin jadi pemimpin dalam pemerintahan seperti arus yang berkembang sekarang ini.
Hati-hati dengan makanan yang haram
QS Almu'minuun ayat [51]
"Hai rasul-rasul, makanlah dari makanan yang baik-baik, dan kerjakanlah amal yang saleh. Sesungguhnya Aku Maha Mengetahui apa yang kamu kerjakan."
Ayat yang saya kutip dari Qur'an surat al-Mu'minun ayat 51 di atas adalah seruan untuk para rasul dan tentunya juga untuk ummatnya karena para rasul diwajibkan menyampaikan pesan Allah pada ummatnya bahwa sangat penting untuk hati-hati untuk menjaga masalah makanan. makanan yang baik, yang halal yang tidak ada unsur subhat adalah sesuatu yang akan mendukung amal soleh.
Jika kita asal-asalan saja /tidak menjaga makanan yang masuk ke perut kita maka dikhawatirkan doa dan amalan kita tidak akan diterima oleh Allah SWT. saya jadi inget satu riwayat ada orang yang berdoa dengan menangis pada Allah tapi pakaian, makanan dan segala sesuatu yang ada pada dirinya terbuat dari barang yang harom. lalu bagaimana Allah akan menerima do'anya?
Btw, buat yang akan bepergian ke luar negeri ke Eropa dan Amerika hati-hati kalo naik pesawat dan mendapatkan jatah makanan ya dimungkinkan makanan yang diberikan di pesawat ada yang subhat atau bahkan yang haram. Jika ada pilihan Veg atau Non Veg alias Menu Vegetarian vs Non Vegetarian Pilihlah yang Vegetarian karena lebih aman sayur dan buah-buahan daripada makanan yang ber-daging.. Kalo naik pesawat itu langsung saja pesan halal meat yang nantinya disedikan oleh pramugari. oh ya sebut nomor kursi sekalian biar Ngga salah sasaran.
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