Blazing a Trail in International Speech Education
Gladys Borchers successfully added to the conversation on quality of education in high school and college classroom, but she did not stop there with the articles that she put into The Speech Teacher during her time as editor. Borchers introduced two new concepts to the journal, international speech education and influential individuals in the field of speech communication education.
Borchers tied in at least one article per issue of the journal to international speech education. As there are a multitude of examples, these are just a sampling of the types of articles published. In the article, “Speech Education in Scandinavia,” author Mildred E. Berry (1961) was able to detail the state of speech communication education in Scandinavia. Berry (1961) explores the ways by which speech communication is addressed in the classroom in Scandinavia and how best to instruct students on the topic. The second article, “Speech Education in Mexico,” written by Virgil G. Logan (1962) takes a similar approach to exploring speech communication in Mexico, or there lack of a class that focuses on this idea. The addition of this article contributes to the idea of the need of speech communication education. The third article written by Christian Winkler (1961) titled, “Basic Forms of Conversation: A Chapter of The German Art of Speaking” takes on the challenges of examining the structure of the German language and applies it to conversation. This adds to the dimension of the exploration that the journal does to international speech and its application to the field of education. The final article written by Ronald E. Mitchell is titled, “A German Educational Theatre Enterprise.” Mitchell take...
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...es Wilkeson Gray. The Speech Teacher, 10(1), 10-12. doi: 10.1080/03634526109377122
Ramsey, B. A. (1962). The single teacher and the case for the restriceted teaching load. The Speech Teacher, 11(4), 311-312. doi: 10.1080/03634526209377246
Sikkink, D. (1962). Evidence on the both sides debate controversy. The Speech Teacher, 11(1), 50-54. doi: 10.1080/03634526209377194
Smith, J. F. (1962). Maud Mary Babcock. The Speech Teacher, 11(2), 105-107. doi: 10.1080/03634526209377244
Sonkowsky, R. P. (1963). “Magister” Gasparinus. The Speech Teacher, 12(3), 200-203. doi: 10.1080/03634526309377299
Weaver, A. T. (1964). Gladys Louise Borchers- teacher of speech. The Speech Teacher, 13(1), 1-5. doi: 10.1080/03634526409377330
Winkler, C. (1961). Basic forms of conversation: A chapter of the German art of speaking. The Speech Teacher, 10(4), 265-275. doi: 10.1080/03634526109377173
Wright, Katy M. “The Role of Dialect Representation in Speaking from the Margins: “The Lesson” of Toni Cade Bambara.” Style. 42.1 (2008): 73-87. Proquest. SEMO Kent Lib., Cape Girardeau, MO. 12 April 2009. .
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Hill, Jane H., P. J. Mistry, and Lyle Campbell. The Life of Language: Papers in Linguistics in Honor of William Bright. Berlin [etc.: Mouton De Gruyter, 1998. Print.
First of all, despite the evidence, very few were convinced that facilitated speech could be untrue or ineffective. An interview with the founder is the strongest example of belief perseverance in...
During my entire vocational training, I have seen a lot of students simplified this consideration, understanding that teaching literacy, and the adequation of speech only means to create tasks and exposed students to real situations, where they have to use their own resources to communicate effectively, without expliciting the rules of the language, identifying and analyzing those specific decisions that they are taking, and the reasons of it. I disagree profoundly.
Faber, Adele, and Elaine Mazlish. How to Talk so Kids Will Listen & Listen so Kids Will Talk. New York, NY: Avon, 1999. Print.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
Oral language is the creation of messages produced with vocals, as opposed to written text or gestures. Today much of our communication is handled orally, especially for students in early years of school that are unable to read and write but must communicate with their teachers. In later years, oral language is heavily focused on in school and students are encouraged to share their opinions mid class and give presentations. This is to prepare students for situations in society and at the workplace where they must be able to communicate clearly and efficiently. Generally, students are expected to possess some level of oral language capability entering kindergarten, which teachers are then expected to build upon (Solley, 2014). Students initially build their oral language capabilities from the millions of words that they hear from their parents and home environment. With different home environments, this leads to varied levels of capabilities between students (Snow et al., 2012, p. 496). To get every stu...
Over the recent four months in Communication 1402 class, I have addressed three formal speechs and completed a number of chapters in the corresponding textbook “Communication Works”. This course of Communication aims to provide general information what public speaking is and how to address a public speaking. Recalling back the experience during the processes of completing the Speech to Imform, Speech to Persuade, and Group Presentation, I will draw a conclusion about this course and these three presentations in five aspects, comprising my previous perception of public speaking before this course; learning from the Speech to Inform; the goal and evaluation of Speech to Persuade; learning from the Group Presentation; the most important thing learned from this course.
Thompson, N (2003) Communication and Language: A handbook of theory and practice, Basingstoke; Palgrave MacMillan.
Watching TV and listening to radio broadcasts, an audience would notice splendid speakers who are able to present marvelous speeches that impress their audience. This arouses the question of whether great speakers are born with ability of using words in a way that affect people, or whether they were given a special kind of training that entitled them to be good speakers and writers. Despite the widespread belief that verbally intelligent people were born with this language ability, the truth is that the process of linguistic intelligence is acquired, not innate. Anyone can be a verbally intelligent person through learning and training in the use of the right word in the right place. Also, a person who has speech impediments and disorders can be a good speaker through learning and training. There are many examples of famous people who succeeded in being good speakers after suffering from speech impediments.
Miller, T. P, & Faigley, L. (1982). College English. National Council of teachers of English, 44(6). Retrieved from http://links.jstor.org/sici?sici=0010-
Oral language is fundamental requirement for literacy development and a strong indicator of future academic success. Provide brief road map of essay. Ensure thesis statement is relevant and clear highlighting main points. Provide brief road map of essay. Ensure thesis statement is relevant and clear highlighting main points. Provide brief road map of essay. Ensure thesis statement is relevant and clear highlighting main points.
Kachru, B. B. (1992). Teaching world Englishes. The other tongue: English across cultures, 2, 355-366.
Speaking is a natural ability given to most reluctant individuals. Since the beginning of time, it has been assumed that we have a right to speak and use words, thus we naturally begin our development of language during the early stages of live. After years of grasping and perfecting our vocabulary and language, it seems unnecessary to study the purpose of our development. Why, then, should we study “oral communication?” There are many purposes, benefits, and institutions that branch from oral communication. Of course, communication is the basis of interaction with other individuals through the use of expressions and words; however, through studying oral communication, one can take the words and expressions being used and apply them to his or her own life. After all, the most effective and useful knowledge is applied knowledge.