The Impact Of Bilingual Languages Into The Classroom Essay

The Impact Of Bilingual Languages Into The Classroom Essay
Although the above factors can greatly hinder an ELL student's success in the classroom, some argue there are other compelling issues that could
contribute to ELLs in special education classrooms. One argument suggests that some districts place ELL students in special educations because
support systems once in place for ELL students have been removed. Consider that at one point in the past, there was a history of integrating bilingual
languages into the general education classrooms in the U.S. regardless of where you lived. Wiley & Wright (2004), indicate that in these programs,
districts provided ELL students with linguistic support in bilingual/general education classrooms. However, over time there has been more of an
emphasis on resisting bilingual education and mainstreaming ELL students in general education classes (Wiley & Wright, 2004). Nevertheless, ELL
students are not being supported and are left with little linguistic help in the classroom to acquire English. The consequences being they are expected to
keep current with their native English speaking peers. This can have devastating effects on ELL students struggling to learn English as it can take up to
7–10 years to become proficient in English (Fernandez, 2013). It can be concluded that districts are responsible for removing the support systems
within general education classrooms and, thus, creating more ELL students to be referred to special education classes.
Another argument suggests that school
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I Visited Ps 181 's Language Arts Classroom
I visited PS 181 's language arts classroom for a period of 4 sessions, and stayed 2 hours per visit I recorded notes of interactions between the students
/instructors, and my own conversations with the teachers. Since I was observing two classrooms at PS 181, I established a rapport with the teachers to
get a clearer understanding about their jobs, asks about the standards that are in place, and whether or not the current structures in place are effective.
Both classrooms contained a large amount of students. The middle school has a total of 4 6th grade classes, including a special education classroom of
12 students, 1 teacher, and 1 paraprofessional. The classed I visited included students of mixed proficiency reading, and writing levels. Upon entering
these two classrooms on different occasions I noticed the bulletin boards listed classroom procedures. It's important for the students to have a sense of
accountability for their own actions. I also liked that both classrooms established procedures with the students so that when the students failed to follow
the procedures they were breaking their own policies.
My first observation was a 5th grade general education class consisting of 25 students. I spent more time with the 5th grade class since the middle
school student's move from class to class. My second observation at Ps 181 was in the middle school 6th grade general–ed with inclusion. Both
classrooms were filled with themes, books in accordance to

The Importance of Teaching Culture in the Foreign Language...
The Importance Of Teaching Culture In The Foreign Language Classroom
Radical Pedagogy (2001)
ISSN: 1524–6345
The Importance Of Teaching Culture In The Foreign Language Classroom
Language And Culture: What IS Culture And Why Should IT BE Taught?
In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral
part of the English language curriculum. To begin with, language is a social institution, both shaping and shaped by society at large, or in particular the
'cultural niches' (Eleanor Armour–Thomas & Sharon–ann Gopaul–McNicol, 1998) in which it plays an important role. Thus, if our premise is that
language is, or should be, understood as ... Show more content on Helpwriting.net ...
Culture...is the foundation of communication.
Moreover, given Duranti's (1997: 24) definition of culture as 'something learned, transmitted, passed down from one generation to the next, through
human actions, often in the form of face–to–face interaction, and, of course, through linguistic communication', it is patently obvious that language,
albeit a subpart of culture, plays a pivotal role. Bourdieu has emphasized the importance of language not as an autonomous construct but as a system
determined by various socio–political processes. For him, a language exists as a linguistic habitus (see Bourdieu, 1990: 52), as a set of practices that
imply not only a particular system of words and grammatical rules, but also an often forgotten or hidden struggle over the symbolic power of a
particular way of communicating, with particular systems of classification, address and reference forms, specialized lexicons, and metaphors (for
politics, medicine, ethics) (Bourdieu, 1982: 31, cited in Duranti, 1997: 45).
At any rate, to speak means to

The Importance Of Education In Education
Classrooms today are diverse and multicultural, and children bring different forms of Englishes into the classroom, such as Spanglish, Chinglish, or
Singlish (Crystal, 2013). Therefore, many students are bilingual, whereby they speak their birth language at home and Standard English at school
(Ewing, Callow & Rushton, 2016). Most often, aboriginal children from remote communities learn Aboriginal English at home and have a range of
experiences based on cultural and family believes (Loanne & Muir, 2017). Furthermore, bi–directional relationships and past experiences such as culture
, family, geographic or socio–economic status (SES) all influence students' learning and development (Ewing, 2013; Gardner, 2017d; O'Donnell et al.,
2016). Therefore, teachers need to use a two–way learning approach in the classroom to link all students' cultural heritage and home language to
literacy. Equally, curriculum needs to be culturally cohesive to help bridge the learning gap amongst the students (Ewing, 2013; Thomson, 2002).
Furthermore, the classroom Discourse needs to make students feel they belong, which helps build students' self–confidence, self–efficiency, and
self–identity (Green, 2006; Malaguzzi, 1993). Teachers must ensure language used, class tasks and textual resources are relevant and diverse to meet
the diverse range of learners in the class. For example, teachers introducing a wide variety of texts, magazines, images with a variety of dialects and
sociolects help make

Understand Children's Language Classroom
When we are teaching a foreing language to children we can notice that they tend to be more enthusiastic than adolescents and adults. Many children
are eager to participate in class even though they do not know the answers. But also young learners get distracted more easily and give up on tasks
they do not understand. They also do not find easy to use the metalanguage.
Since not all children learn and develop in the same way, we have to adjust our teaching. If we teach activities that focus on what the book want us to
teach, rather on what our students are capable of, they won't be able to maximise learning.
To understand children's language learning we have to go beyond language classrooms. Regarding the child as a language learner we have ... Show
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This is how we consider the classroom and the classroom activities gives opportunities to children for learning.
Vygotsky пѓ he focuses on the social dimension of the child and in the importance of language during child's infancy. Language is seen as a tool that
allows the child to do things and organise information through the use of words as symbols. During early years, children talk to themselves while they
are playing (private speech). As children get older they speak less and less aloud, and differentiate between social speech and inner speech. This is
called internalisation. This implies a transformation, the interpersonal talk during doing something, later becomes intrapersonal mental action by one
individual.
According to Vygotsky, the infant begins to express his thoughts by using single words that convey whole messages. As the child's language develops,
the thought message can be express by putting together words that become units of talk.
The child expresses his message in a social context, interacting with adults. This people have a major role in children's learning since they act as
mediators making the world accessible to children. This framework that adults create for children to learn is known as Zone of Proximal

The Effects Of Explicit Writing Instruction On The English...
Explicit writing instruction combined with providing detailed and effective feedback is the driving force English language students need to be
successful writers. Educators agree that written feedback is needed and should be applied with the intent of improving student's writing skills.
Unfortunately, educators and researchers often disagree on what written feedback method should be used, when students should be corrected and how
often. In an effort to establish a widespread view on the subject, multiple sources and articles will be mentioned and referred to throughout the paper.
This paper will examine the similarities and differences of a video, textbook, and two articles as it relates to written feedback in the English second
language classroom while shedding light on successful error correction methods used in the classroom.
Let's examine some of the similar views and approaches to giving written feedback in the English second language classroom. The following sources;
"Deciding What and When to Correct", "Reading, Writing, andLearning in ESL: A resource book for teaching K–12 English learners", and "Subject
Matters" video, all share similar viewpoints on marking errors that are compatible with the learners proficiency level. Errors should not be marked if
students have not been given explicit instruction on the particular grammar form. For example, instructors should not expect a beginner English learner
to correctly use past and present verb tense in sentences if they

Deborah Tannen How Male And Female Students Use Language...
Tommy Burnside
Instructor– C. Shackelford
English 1113 Section 101
31 August 2016 An analysis of "How Male and Female Students Use Language Differently"
Deborah Tannen's article of How Male and Female Students Use of Language Differently was taken about her colleague when he decided to do a class
experiment. The way he went about it was quite interesting to the students. How men seem to dominate more when they talk. Women tend to back off
when the conversation might keep going and going in a classroom. Most small groups help quiet people talk more.
A person could maybe notice how once a guy starts talking that the whole atmosphere change. Whenever someone may argue with a man he is more
than likely going to raise his voice as anyone would, but since it is more deep and loud the other person would listen more. Simply talking to a guy the
female might think he would not talk back because most people would say girls talk more than guys, until the person actually does the research.
Most guys are competitive by nature so it is not like men try to be so aggressive it is just how guts are. So boys are expected to use language to seize
center stage: by exhibiting their skill, displaying their ... Show more content on Helpwriting.net ...
His take on it was that males seem to be more dominate talking when it is a full classroom while the females don't really elaborate much due to the
submissive nature in females. Their outlook on the experiment seems accurate due to the evidence, but again most people would say females talk more
than males hand down. The value was great with the expressions of saying what the actually students said in the text. Overall the evidence in the text
was accurate due to what the author and her colleague

Use Of L1 As Facilitator From Foreign Language Classroom
The use of L1 as a facilitator in the foreign language classroom
Margherita Berti
пѓ Introduction There are two different and contrasting arguments about whether L1 should be used in the foreign language classroom and today the
English–only policy is a topic of heated debate. While some believe that L1 interferes with the acquisition of the target language, others think that it
can be appropriately used in the classroom in specific occasions. According to Nation (2003), the use of the first language has a small but important
role and there are many reasons for its use in the classroom. Although the use of L2 is pivotal when learning a new language, L1 should be used as
well in order to facilitate the understanding of complex concepts (e.g. grammar rules, expressions and vocabulary), to assess comprehension as well
as to use class time efficiently (Atkinson, 1987). In "Using L1 in the L2 Classroom", Schweers (1999) reported a crucial statement written by
Auerbach (1993): "Starting with the L1 provides a sense of security and validates the learners' lived experiences, allowing them to express
themselves. The learner is then willing to experiment and take risks with English." These brief sentences explain that the use of L1 in the language
classroom has positive and favorable aspects which will allow a valuable and efficacious learning of the new language. To date, research still hasn't
demonstrated that completely excluding L1 from the language classroom leads to a better

American Sign Language: Effective Communication In The...
One way of signing the word "hello" in American Sign Language is to wave with the dominant hand. But what if a person doesn't have the cognitive
level or dexterity to execute this movement? This is something to think about when working with students with special needs that might need
alternative means of communication, such as signing, to supplement or replace their speech. From volunteering in special education classrooms with
students with mild to severe special needs, I have learned that each student communicates differently due to a multitude of factors, including their
speech and motor capabilities. Each student had an idiosyncratic communication profile composed of gestures, facial expressions, speech, and many
more communication methods. ... Show more content on Helpwriting.net ...
For instance, finding what motivates a client to communicate is highly beneficial in determining their optimal means of communication, whether this
is through speech, low technology boards, a high technology device, or a combination of methods. For example, one client loved writing to
communicate, but his writing was not always legible or it was hard to understand what he meant, so I worked on showing him how to type on the
device and form complete sentences that fully conveyed his message. When working with any client, it can be challenging to find what motivates them
to communicate and work in therapy. One way of finding what motivates a client to communicate is to inform them what they are working for and why
they are targeting a certain skill. For this client, knowing that communicating on the device meant he was better understood was highly motivating.
Another important skill is being able to understand the settings in which a client communicates and interacts. Through this job, I have primarily
worked with adults with developmental disabilities in a variety of settings, including care homes, assisted living facilities, day programs, and our office.
The client may communicate differently in each environment; for instance, a

The Importance Of Academic Language In The Math Classroom
A focus on academic vocabulary reveals that every teacher is in fact, a language teacher. Since all subjects use language, and are taught through
language (Schleppegrell, 2012), respectable teachers will be knowledgeable about how language makes meaning in the subject area that he or she
teaches. I had the privilege of talking and learning from two of my colleagues, Ms. Miller and Mr. Fox. I chose to speak with these two individuals
particularly, because they have both taught math content either in the present or past; and they are both respectable educators that incorporate literacy
into their teaching practices. Both individuals shared very pertinent methods as to how academic language can be supported in the math classroom.
Miller stressed the idea that any strategy that will allow a child to understand the context is important. She identified a myriad of strategies and
techniques that she has found success with in the math classroom. First, she tries to identify academic terms that will give her the most bang for her
buck. In other words, it is worth it to spend the time preteaching words that are useful and relevant in math vocabulary. According to Miller, words that
are significant are the ones that occur frequently or that are key to understanding what the question is asking. She noted that in creating assignments, it
is necessary to be mindful about using these vocabulary terms in the lesson. Most importantly, teachers need to "give students as much frequent

Personal Narrative: My First Day In Special Education
Tuesday was my first day in my general education classroom. When I arrived, there was a substitute in my classroom for the first half hour of the
day, because Ms. Keane was in an IEP meeting. The substitute and the paraprofessional showed me around the classroom and told me about some of
the students. There are 20 students in the classroom, and two of them are English language learners. After a short morning meeting with the substitute
we took the children to gym class. I watched gym for a few minutes before heading back to Ms. Keane's room. Ms. Keane was back and talking to the
Penn State student (special education major) that is in my classroom Monday–Thursday. Ms. Keane also said that she had a student teacher on Fridays.
Ms. Keane seems

Dual Language Classrooms
Introduction
The research I will be investigating will be the effectiveness of dual language classrooms. Dual language classrooms often referred to as bilingual
education are academic programs that are taught in two languages throughout the school year. There are two types of dual language classrooms. Often
determined by population and current demographics within the school district one– way or two– way classes will be offered. One way dual language
classrooms are classrooms of only one type of native language speaker. As an example, a one way dual language classroom would have only students
who speak Spanish as their first language in the classroom. Often these students speak only Spanish at home and would receive instruction in both

Parental Consent Forms
Methods and Procedures
Research Question The question guiding this study asks, "How will a differentiated instructional unit impact content knowledge in an urban sixth grade
classroom?"
Research Setting This study will take place at Mary McLeod Bethune Academy, which is a K–8 school that is within the Milwaukee Public Schools
District in Milwaukee, Wisconsin. The city of Milwaukee has a population of 594,833 according to the United States Census Bureau (2010) and
predominantly consists of white (44.8%), African–American (40%), and Hispanic (17.3%) people. Approximately 29% of the population live in
poverty, with about 65% of people sixteen years or older in the labor force. The percentage of the population twenty–five years and older that ... Show
Students will read a leveled non–fiction book on cells from the Science A–Z website (Fridell, n.d.) in small groups of students who have similar reading
abilities. Observations will be made as to how students work in leveled groups and students will take a quiz as an exit ticket which will be
collected to provide data (see Appendix D). A PowerPoint presentation (see Appendix E) will be shown and students will take guided notes to build
on their understanding of cells. To gauge their learning so far, students will take a formative assessment called Four More (see Appendix F). Student
work samples will be collected from this formative assessment and will be included as artifacts. In computer class, students will visit activities on the
Brain Pop website titled "Cells" and "Cell Structures" (see Appendix G). Data will be collected through observations during the activity as well as
student artifacts from activities within the program. Early in the second week, students will participate in a whole class presentation Jigsaw activity on
cells structures and their functions. Groups will be formed based on interest and students will choose which cell structure they will focus on. Each
group will create a poster using chart paper and will present their topic to the entire

Language, Power, And The Classroom Analysis
While reading chapter six from Beyond Grammar Language, Power, and the Classroom, written by Mary R. Harmon and Marilyn J. Wilson, I began
to realize how much we become caught up in the rules of the so–called Standard American English. It is sad because people are being judged on their
dialect, which is a representation of who people are and where they are from. I have found myself correcting people that have a different dialect, or
correcting people that say words that I have been told were not proper language, such as the word ain't. Standard American English is something that is
embedded in our brains at a young age and as we go through school; language is something teachers are constantly correcting children on. Reading
about dialect has ... Show more content on Helpwriting.net ...
Therefore, I love that Harmon and Wilson states that "No dialect limits its speakers' ability to express complex thoughts, to think critically, or to use a
full range of linguistic functions and purpose" (154–55). As a society and as future teachers, we need to teach our students that people have different
dialects, and the differences do not make anyone less smart, or less of a person just like Harmon and Wilson explain that, "Dialects are different
not deficient systems" (155). Everyone wants to be treated equal and have equal opportunities; therefore, everyone needs to be more open minded
and realize that everyone has their own dialect, which does not make them any less of an intellectual person than anyone else. Reading chapter six
from Beyond Grammar Language, Power, and the Classroom, written by Mary R. Harmon and Marilyn J. Wilson has open my eyes not to base
peoples' language off from standard American English because everyone has a different dialect depending on their culture. I am going to be more
mindful of peoples' dialect, and not be quick to judge a person based on their language because a person's language is what makes that individual
unique. Instead, I am going to embrace the different dialects and use them as an advantage when teaching a classroom

Integrating Technology in the Language Arts Classroom Essay
Integrating Technology in the Language Arts Classroom
School leaders today are under extreme pressure to improve student achievement levels. Yet, in the face of tight budgets, threats to cut extra–curricular
activities, and an extensive shortage of textbooks in the schools, exactly what are teachers supposed to do to ensure that "no child is really left
behind." Despite what looks like a dead end, there is hope. By integrating the usage of technology in the Language Arts classroom, students are
presented with a wide range of opportunities for improving in writing, literacy, and cultural awareness.
According to the article, "Are we there yet?" a survey issued by the National School Boards Foundation says that many schools ... Show more content
on Helpwriting.net ...
There is still both enthusiasm for and doubts about the usage of educational technology in the classroom. However, the integration of technology in
reading instruction has kept up with the movements and changes in the field of the reading and writing curriculum. While faced with many book
shortages, this article also gives ideas for strengthening the skill of students in writing and reading instruction. It suggests that students participate in
"invisible writing" as a sort of pre–writing activity. Through this, students will turn the monitor of the computer off for approximately one to three
minutes, so that they cannot see what they are typing. Students have reported that this exercise has helped them develop fluency, has freed them from
continuously checking their mistakes and losing their train of thought, and has also increased their interest in viewing what they had to say. Thus,
students will have learned how to produce more thoughtfully enriched texts that teachers can build on through other types of instruction.
In addition to this, in the face of textbooks shortages, teachers have at hand a source for retrieving other forms of literature. On–line are numerous
programs that encourage students to read along with it, while it reads aloud. There are also programs that allow students to retrieve definitions and
illustrations of the words, and thus promoting students to interactions in literacy.
Lastly, in the article,

Methods Of An Adult English As A Second Language ( Esl )...
Introduction: The purpose of this paper is to explore the methods are used in an Adult English as a Second Language (ESL) classroom. I am interested
in what types of activities facilitate students' understanding, make students comfortable, and encourage student participation. I chose to concentrate on
this aspect of second language (L2) learning because as a future teacher, I believe it is important to be mindful and use activities and interactions that
appeal and are beneficial to all students. This study made me more aware of the interactions and activities used in the classroom. In order to narrow
down the investigation, the following three research questions were formulated:
1. What methods are used in the classroom?
2. What activities are used in the classroom and what method do they align with?
3. Do students respond to some activities more than others?
Theoretical Context: There are many methods that have been formed regarding second language acquisition. According to Brown (2014), the
communicative method "emphasizes authenticity, interaction, student–centered learning, task–based activities, and communication for real–world,
meaningful purposes (369). A main tenant of the communicative method is secondlanguage acquisition transpires within a communicative
environment. According to Brown (2014), the Total Physical Response is a method that "relies on physical or kinesthetic movement accompanied by
language practice (382)." The main ideas of Total Physical

Pros And Cons Of Digital Classrooms
DIGITAL CLASSROOMS The world has quickly become digital, and the younger generations are leading the pack with technology that just may
make some other items obsolete. With the advancement in technology, the face of education changed as well. The perfect example for this is the
emergence of smart digital classrooms. Digital classrooms have become a worldwide phenomenon and the in thing now a day. Many parents show
interest in joining their wards at a school equipped with a smart class. How did digital classrooms become so popular and quite a rage these days?
What's so interesting in a digital classroom that people are running after it? To answer these questions, it is necessary for us to examine the pros and
cons of digital classrooms. 1.17.1.... Show more content on Helpwriting.net ...
Smart classrooms play a great role in keeping students focused in their class. Such modernized classrooms let the educators take the charge of the
complete classroom where they may target every student sitting at a time. Teachers can interact with all the viewers and thus keep every individual
engaged and focused. Moreover, they may also organize student collaboration in smart classrooms which may help the students in building up healthy
communication with each other. Benefits of digital classrooms are a lot more than one can ever think of. Learning together: Smart digital classrooms
give students' opportunity to learn together in a highly interactive ambience. They learn to communicate and share ideas and thus get face to face with
the art of socializing at a very early stage of their life. Tech friendly kids: Teacher can make their students tech–friendly by letting them get their hands
on smart equipments. They become wide eyed on seeing lively pictures and videos running right in front of their eyes and thus show more participation
in the

Accepting American Sign Language In The Classroom
Throughout the world, many people are unable to communicate with each other due to the language barrier between them. When doing business or
talking with people from other countries, most need an interpreter or translator of the certain language in order to understand each other. A language
barrier is an obstacle within the United States of America as well between the deaf and hearing impaired and the hearing people. Most people do not
know American Sign Language (ASL) and are not given the opportunity to learn Sign Language while in school. More colleges are starting to offer
American Sign Language classes, but several elementary and secondary education level schools are not offering it to the students. Instead, they are
offering languages ... Show more content on Helpwriting.net ...
There are many uses of Sign Language in the classroom besides just speaking with it. ASL can be used to manage students' behavior in the
classroom and keep students actively engaged in lessons being taught. It also helps students on an academic level by helping them in literacy
development of phonics, reading, and spelling. It aids students with speech and language development issues. Sign language promotes students'
communications and interactions with each other as well. According to Andrea Simpson, a pediatric audiologist and speech and language
pathologist, declares, "Studies have shown that students who learn Sign Language for specific sight words learn to read at a faster rate."
Incorporating Sign Language in the classroom can have beneficial aspects to the students' education and skills. When students are able to pair words
with Sign Language, it creates a mental picture in their brain and they are able to recall the words better. They are also using muscle memory to
remember the word better because the children are using more senses. Simpson declares, "Children learn faster when they can hear, see, and feel the
words they are learning." The more senses the students use, the more ways of remembering the material. Dale Gross, who has studied Sign Language
and the benefits of learning it, declares, "Children who have learned American Sign Language at a young age average a higher IQ of 8–13 points."
Sign language is a way to keep the students excited to learn and engaged in the lesson being taught. Barbara Cooper, who writes for the Reading
Teacher which is a peer reviewed journal and has researched this topic immensely and is well informed on the information she wrote about, discovers,
"I have found that incorporating Sign Language in a diverse curriculum

What It Is Like In A Language Arts Classroom
You can see the words that you are reading in a book and hear pages turning in a book. Your fingers are gripped tightly around the pointy pencil as
you're writing an essay. You can smell the graphite from the pencils as you're writing a report. All these describe what it is like in a language arts
classroom. Some reasons about language arts will benefit you later in life. Many classes are important, but some are not. Even though math can be
important, language arts is more important than math. Language arts includes reading and writing which you will need later in life.
One reason language arts is extremely valuable is all of the jobs there is, you have to read and write. For example, a cook has to read the recipe to cook
the dinner or a waitress needs to write down the peoples orders and read it to the cook. Some books are challenging and some books are easy to read.
For example, The Cat in the Hat is an easy book but Charlie and the Chocolate Factory is more challenging to read. Reading and writing are vital for
everybody. Reading and writing are not just important for jobs, they are also important for everyday life. For example, a driver ... Show more content on
Helpwriting.net ...
When you're in kindergarten– 8th grade you learn how to say different words like photosynthesis or metamorphosis.You need to speak when you are
getting a job. For example, when you go out on an interview, you have to ask questions and answer questions the employer is asking. You also need
to communicate with friends and family members. For example, when you need to ask your parents a question, you have to speak to ask them the
question. According to "Five Reasons Why Speaking English is a Great Way to Learn it." by Wil it states "Speaking, and listening, to other people in
English helps to boost the faith you have in your own abilities and banish the doubts that are inside your head."Speaking is very vital just like reading
and

Jimmy Santiago Baca Impact On Education
Jimmy Santiago Baca is a prime example of the impact that can be extracted from a strong and caring passion towards an education. Baca was
passionate in learning how to read when he was in prison, and he eventually achieved that goal. With his passion fueling his career, Baca would go on
to become a poet, writer, and education activists for diverse classrooms. Baca is fueled by improving the conditions of those who feel like they have
hit rock bottom like he once was. Several books were written from Baca's backstory in hopes that people would learn from his mistakes and
lessons learned within his lifetime. One of the subject areas that Baca has spent a good amount of his life promoting and discussing is the
importance of education. Baca wrote a collection of stories that showed his experiences where people attempted to keep him down, but Baca's drive
to continue to expand and learn prevented him from staying down. This collection of stories is called "Stories from the Edge," and Baca decided to
add something extra with this book. He decided to go into a classroom with diverse students and he shared his stories from the book in greater detail.
There were open discussions with the students about how his stories related to the students lives. After the student group left, Baca met with the teachers
that aided with the student interaction, and they discussed the teaching methods that fuel the students motivation to learn. Jimmy Baca clearly is
passionate in aiding individuals

Head Teacher's Assistant Observation
One of the ways that the students from the Primary school was assessed was by a technique called wave 3 intentions that the teacher's assistant take
lead on. With this technique the teacher's assistant gives one to one testing to the students. After the testing the assistant measure to see the
understanding that the students have. After this is done the assistant reports back to the head teacher the findings. And finally the head teacher takes
action to see what they can do to better the student. From the video it also seen how the teacher use visuals to help the students count. The teacher had
the students in a small group on the carpet the students worked on counting objects and also using their fingers to count.
From the video it was seen that parent involvement was encouraged ... Show more content on Helpwriting.net ...
One academic language that was used was identify, In the video they talked about how the assistant teachers help identify the problem that students
have. When the assistant teacher has found out the problem they report back to the head teacher so that the head teacher can take action. Another
academic language that was used was explain. The teachers explain to the parents the progression of their child so, that the parent are aware of what
is going on with their child. Lastly another academic language that was used was process. Parents are giving workshops called Inspire. In inspire the
parents are explained how to help their children at home as well as in school.
Some practices that I will adopt in my future classroom is parent involvement. By having parents involved it helps make students learning progression
so much easier. When parents are involved students tend to achieve more. This also is a benefit for the parents because the parents learn more about
their student's development progress. And it is also a big plus on how a relationship is built between the teachers and parents because everyone is on
the same

Speed Theorizing: Should English Teachers Be Language Cops...
Speed Theorizing: Should English Teachers be "Language Cops" in the Classroom? If teachers act as the "language police" in their classrooms, how
do they decide what is considered a violation and what is considered within acceptable bounds? Who decides what language is within the acceptable
bounds? When teachers avoid being "language cops," are they hurting their students by deemphasizing standard English that is prominent in the world?
These are questions that need to be acknowledged by educators in order for there to be a significant change in how students' home languages are
perceived and welcomed into the curriculum. I think the answer to whether or not teachers should be "language cops" rests somewhere in the middle.
Another question that comes to mind is, when do teachers allow students to express themselves using their home language and when do they make the
shift to teaching students the way to construct the "cash language" that they will need to use inside and outside of the classroom? As a perspective
teacher, I have learned numerous ways that we can welcome students' own voices in the classroom to express their thoughts and feelings. One of the
ways is to give them the freedom to write the way they think is by allowing them to use their own language, dialect, and register. As a result the
opportunity to explore ... Show more content on Helpwriting.net ...
By performing this step, they are learning how to "switch in and out of the language of power," which is expected to be used on standardized tests,
and many other places where they will be judged upon their language use (102). I think that teachers should point out that there are numerous ways to
use language and all of them are correct; however, we must be able to determine the appropriate outlets to use them in because standard English is the
"cash language"

The Classroom and Learning a Second Language
There is only one reason could be considered why learners decide to use L1 in the classroom. This is because the teacher's efforts encourage them to
communicate in the target language. Harmer (2002) maintains that the second language users choose to use the mother tongue when there is no
compatible with their L2 level. When the teacher does not create an environment for students to communicate naturally to use English, students may
need to use L1 to communicate. If the teacher does not use the target language too much so that students may feel free to use their mother tongue in the
second language classroom. Thus, some different learning styles can be implemented that enable students to use the target language much more easily.
Learners and teachers of L2 used their L1 in classroom for few reasons which are proficiency level, for comprehension, affective factor and to express
feelings and thoughts.
2.2.1 Proficiency level
Learning a new language might be frustrating for students who have low proficiency level. Difficulties in producing sentences with correct use of
grammar and appropriate choice of words is somewhat common amongst students whose ability to acquire an L2 is low. Thus, switching to L1 is the
easiest way to overcome those problems. Bouangeune (2009) stated that L1 makes an important contribution to English teaching mostly in the area of
vocabulary for students with a lower proficiency level. However, using L1 is harmless in any L2 classroom as it could be

Instruction For The English Language Arts Classroom
The topic I chose to focus my synthesis paper on was differentiating instruction in the English Language Arts classroom. I selected this particular
area as my focus because I am a sixth grade English Language Arts teacher and am always looking for ways to better diversify what I do in my
classroom to help all of my students. I found three wonderful articles that gave me fresh perspective on ways to help my classroom be more successful.
The articles I chose to focus on involved using journal letters to help with individualized responses, incorporating librarians into the classroom, and how
fluency and vocabulary comprehension affects English Language Arts data. Afterreading the articles and textbooks, I feel that I have a better ... Show
One great thing about this article was that it discussed the idea of having literacy stations in the library which would help increase students "critical
thinking, problem–solving, and research skills" (Parrott & Keith, 2015, p 15). Literacy stations in the library would be a wonderful way for students to
be more engaged and enjoy the idea of spending time in the library. Librarians and teachers could collaborate to build different activities ranging from
computer stations to listening stations to visual art stations that would make the student's trips to the library more enjoyable. This would also provide
the librarian an opportunity to get to know the individual students better which in turn would give the librarian a chance to recommend different types
of books to students with more confidence. (Parrott & Keith, 2015) The final article I selected examined the effects of achievement on reading
instruction. The purpose of the study was to see if a classroom that was based on student interest and independent work abilities could replace the
standard curriculum being used within a classroom. Specifically the research was studying the effects of student's fluency and comprehension skills
when given free will on their reading choices. (Little, McCoach, and Reis, 2014) The results showed that in regards to comprehension there was little
to no change in the student 's abilities. However, in fluency skills, students who had more input in what they read had better fluency

American Sign Language Classroom
Throughout high school, the number one thing I looked forward to everyday was American Sign Language class. There, I was taught not only just
the receptive and expressive aspects of the language but also the culture behind it, and the people who made it to be what it is today. Learning about
lots of the challenges and discrimination that many deaf and deaf blind people have faced and continue to face almost on a daily basis opened my
eyes to issues and abilities of people that I otherwise would have never known about. Learning sign language is much more difficult than most people
think. Grammatically, it is closer to Russian than English and it is 100% comprehensive, meaning every single thing I was taught freshman year could
possibly and ... Show more content on Helpwriting.net ...
In ASL level three, my junior year of high school, my class had the opportunity to visit our local elementary school each Friday to teach our own class
of first graders sign language with another teaching partner or two. It was truly one of my favorite memories, and gave me an extra appreciation
for the effort teachers put in to create lesson plans for each day. I only had to do it once a week with a partner for a group of first graders, so I
would say I had it the easy way. It was incredible how much the kids loved it and how quickly they caught on. One week we would finish teaching
the alphabet, and then the next they could sign their names! I don't know if they realized they were learning an entirely new language. It was
definitely the most special part of my Fridays, and it helped me retain my own sign language skills that much more. I'm so grateful for the
opportunity I had to learn sign language for three years and all of the wonderful things I learned from it. It brought many talented and smart
people into my life, such as my teacher Mrs. Reyna I had for all three years, Mrs. Pinto's lovely and sweet first grade class from Rylander, and the
other 17 gifted students I got to be in ASL level three with. Sign language is something I plan to use and take with me for the rest of my life, and I
hope that Texas A&M can be a part of that journey as

Reflection For English Language Learners In The Classroom
In the 21st century, collaboration plays an important role in education. Educators are required to collaborate with other teachers about future curriculum
deadlines, test scores, and classroom management concerns. Yet, teachers should also learn to rely on their own best judgment when determining what
is best for their classroom.
While collaborating with my fellow classmates, Sarah and Tina, we decided to select teaching objects that would benefit 3rd grade student as they
work through the five stages of the writing process. Sarah introduced an editing games that challenges students' knowedge of grammar and syntax
needed during the editing stage in the writing process. Tina brought a graphic organizer packet to the collaboration meeting that is useful during the
prewriting stage. Finally, I introduced a book called, Go Away Big Green Monsters! as a prewriting activity.
During the collaboration meeting, Sarah introduced a colorful editing game that reinforces grammar and syntax skills needed during the editing phase
of the writing process. Sarah's game challenges the players to find sentence errors made by Bad Grammar himself, and to select the right punctuation
to correct the sentence. In my classroom, I would use Sarah's game in a language or literacy center, where students can practice writing and proper
grammar by playing games. The game would also be great tool for English Language Learners (ELL) and Exceptional Student Education (ESE) because
it reinforces

Effects Of Classroom Interaction On Language Learning
1.Introduction 1.1.Preliminaries The effects of classroom interaction on language learning have long been a focus of research for second and foreign
language teachers and researchers (Allwright, 1984; Chaudron, 1988; Ellis, 1984; 1994; van Lier, 1988). They argue that language learning comes
about as a consequence of the interplay of the factors created by the learners, the teacher, and the interaction among them (teacher–student,
student–student). Allwright (1984) sees classroom interaction as "the fundamental fact of classroom pedagogy because everything that happens in the
classroom happens through a process of live person–to–person interaction"(p. 156). Classroom interaction is indeed a complicated phenomenon.
Teachers' perceptions of the nature of language learning, of classroom activities, and of norms for classroom participation often differ from those of
their students, who have a wide variety of proficiency levels, linguistic background, culturally predisposed ways of learning, and individual motivations
and objectives in studying the language. If ignored, these differences can cause misunderstandings and create a barrier to effective language learning
and teaching during face to–face interaction within the classrooms (Johnson, 1995; Rivers, 1987). Several theorists have attempted to... Show more
content on Helpwriting.net ...
Affective factors: In this study, affective factors refer to emotional factors which influence learning. In the classroom, affective factors may be as
important for successful language learning as the ability to learn. Teachers can reduce negative factors and develop positive ones by doing activities
to build a positive group dynamic, by including students in deciding aspects of the course and choosing activities that are motivating for the age and
interests of the learners. They can have a negative or positive effect and they derive from learners' feelings or emotional response aroused by the
attempts to learn the target language (Ellis,

Challenging Inequity: . I Saw A Great Establishment Of
Challenging Inequity:
I saw a great establishment of classroom community, ethics and equity during my recent practicum experience with years three and four. The school
regulations and policies concerning equity were established in the classroom and reinforced from the very start. These rules and regulations established
were visually accessible within the classroom for all students and were reiterated orally throughout the day. Regulations around equity also engendered
expectations for/of teachers. The expectations placed on teachers were of a high standard to assure that all students were receiving the very best learning
experience possible in a tailored and targeted way, for their individual learning and achievement. Equity establishment ... Show more content on
Helpwriting.net ...
Providing contexts for learning where the language, identity and culture of MДЃori learners and their whДЃnau is affirmed" (p.2), one of which
alludes to the existence of equity reform and progression. Likewise, teachers can expand on this key competency, and cater a wide range of substantial
contexts for all learners of various cultural backgrounds and diversities, to affirm the motion of equity within the classroom and across the different
curriculum areas. It is safe to say that my experience provided me with the insight of equity promotion, rather than the motion of challenging inequity
Creating a learning focused, respectful and supportive classroom environment:
During my practicum experience, I saw my Associate Teacher establish a really good classroom culture and environment, that gave students a sense of
belonging and acceptance. This Environment that my Associate Teacher created, allowed students to freely connect with and engage in their learning
through discussion and written language, which provided them with a sense of safety and positivity needed in order to set them up for success (MOE,
2007). Students entered the classroom every morning with confidence and ease, knowing that they were in an environment where learning was key,
and the equity of respect and support for others played just as important roles too. The conduct in classrooms as well as school rules and

Esl Classroom Observation
My first observation took place in a third grade classroom of twenty–two students. All students were of Mexican descent and labeled as intermediate
/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed
pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and
people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience. The second classroom I observed was a first
grade class of twenty–five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The
... Show more content on Helpwriting.net ...
The teacher allowed students to work cooperatively in groups to discuss problem solving strategies. Students appeared to be very much engaged in
learning through interaction with peers. The first grade teacher was very active in using the think–pair–share strategy to promote thinking and oral
communication. During her writing lesson of editing a sample story, she asked students to think about what corrections they thought needed to be
made, then asked them to share their thoughts with a partner. I thought this strategy was very much appropriate and effective for promoting students'
language acquisition, especially for her class of early intermediate language learners. The teacher of the fourth grade class was very energetic as
well. He was funny and seemed to have a great relationship with his students. He did a great job of balancing independent work with active learning.
When I was observed his classroom, students were working on creative writing. The class was hard at work and very quiet. About ten minutes into
their writing, he asked students to stand up with their writing paper in hand and start walking around the classroom. After a few seconds of walking he
asked students to stop and partner up with someone who was near near them. They were then told to take turns reading their story to each other and
give each other positive feedback, thoughts, and ideas. Students were talkative and

Developing A Classroom With English Language Learners
Introduction Working in a classroom with English Language Learners can be a great learning experience for those going to school to become teachers.
Something that I was curious about in the kindergarten classroom that I am in, is how the ELL student's in the class could learn different educational
skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners?
Through my question, my hope is to find out different strategies that I could use to help ELL students learn different educational skills. Growing up in
a small town in central South Dakota, there is very little diversity in the classrooms. It wasn't until I moved to Brookings, South Dakota and... Show
Before I started to implement anything in the classroom with the students, I wanted to find a topic that would be the most beneficial to them. Since the
classroom is heavy on literacy skills, I thought that this would be something that would intertwine with everything that they have been doing and will
continue to do throughout their schooling. I came to the conclusion that I wanted to find different strategies that teachers can use with ELL students to
help them with different literacy skills. My research question is about what strategies can teachers use to help English Language Learner students
develop better literacy skills? Literature Review How does an English Language Learner learn and what are some ways that we, as teachers, can
better help them with their learning? Prior studies into literacy skills of ELL students have identified the different ways ELL students learn compared
to students that are only monolingual. Both monolingual English speakers and English Language Learners are more likely to be at equal levels when
it comes to decoding and spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills of bilingual speakers
rarely reach equal levels to those that are monolingual speakers. Bilingualism is now the global norm compared to monolingualism. Languages are
changing and more people are able to speak more than one language. Ricento (2005) has established that there

The Challenges Of Multilingualism In The English-Language...
The articles reviewed until now have made no distinction between English–speaking students and minority language speaking students even though the
latter face these same challenges on top of the added and unique obstacle of language. Jim Cummins, in his article Multilingualism in the
English–Language classroom: Pedagogical considerations, addresses the obstacles minority speaking children face in monolingual classrooms and how
taking advantage of their native language would actually improve their academic outcomes (Cummins, 2009). The question to take into consideration
for minority speaking students is whether the goal of American education is to give them mastery of English or content, with mastery of English as an
added bonus. The common assumption is that, for content to be taught without interference from the first language, one must have, "instructional use of
the target language (TL) to the exclusion of the students' home language (L1)" (Cummins, 2009, p. 317). And if the goal is simply to have all minority
speaking students become English speakers, that is one way to go about it, but this is not a supportive or effective way to teach content. As Cummins
(2009) further argues: A fundamental principle of learning states that learners' pre–existing knowledge is the foundation for all future learning...[and]
because English Language learners' (ELL) prior knowledge is encoded in their L1...activation and building on prior knowledge requires the linking of
English concepts and knowledge with the learner's L1 cognitive schemata...[which] cannot be done effectively if students' L1 is banished from the
classroom. (p. 319)
Therefore, if the goal is to teach English and have the students gain the necessary knowledge that their monolingual peers possess, knowledge that
consequently allows them to pass the standardized tests spoken of before, changes must be made. Cummins (2009) argues that we must move away
from this direct method mode of teaching, where students' L1s are not only "banished" but also invalidated, to a true bilingual approach that acts to,
"legitim[ize] students' L1 as a cognitive tool within the classroom [and] challenges the subordinate status of many minority groups and affirms students'

Importance Of Academic Language In Classroom
Academic Language in the Classroom and Pragmatism Ideology
Academic language is one of the topics of importance taught in many professional learning communities (PLC) across the United States. The use of
academic language is currently relevant in every classroom. (Barnes, Grifenhagen, & Dickinson, 2016) state that "Current trends in education are
encouraging teachers to teach, use, and evaluate academic language" (p.39). The article Academic Language in Early Childhood Classrooms
exposes the importance of academic language through a pragmatism ideology. First, a pragmatism ideology can be observed throughout the article
because of the emphasis placed on exposing children to academic language through different experiences. According to (Ozmon, 2012), "As people
are exposed to experiences, these experiences are impressed on their minds" (p.115). Children who are exposed to academic language are more than
likely going to understand it and will allow them to experience success in school (Barnes et al., 2016). When children are involved in different
experiences with their family, they will have a wider repertoire of academic language than those who do not. (Barnes et al., 2016) states that,
"Families engage with their children in different ways, and many children may have early language experiences different from those they will
experience in school" (p.39). Next, the article Academic Language in Early Childhood Classrooms is rooted in pragmatism ideology because a

The Art Of Technology And Schools Essay
The Art of Technology in Schools
All types of technology are becoming more prevalent everywhere. Everyone has a tablet,
laptop, smart phone, iPad or some type of technology in this day and age. It seems as if kids are
gaining more access to these technologies because of their schools. In schools students are being
given technology for homework and online textbooks now. Students are also getting exposure to
technology as teaching aids in schools as well. Many people believe that technology in class
rooms is a recipe for disaster. Students will just be distracted and not use the technology what it
is meant for. While there are disadvantages to the technology within schools as teaching aids and
free use technology for students; there are many advantages to these technologies, and ultimately
technology is very beneficial for students and teachers.
On the surface technology in the classroom as free use is just asking for distractions
during class. During lecture students are going to be on social media, YouTube, playing games,
or listening to music. As technology being a distraction is just one of the many disadvantages,
this is the biggest issue. In an article written by Kate Bane talking about technology being a

distraction she states:
And that lack of self–discipline can cause a dip in student grades. Technology
often aids in classroom discussions and makes for faster note–taking, but
sometimes the temptation to check email and social media during class does

Hunger Of Memory Analysis
In The Class the character Wei is portrayed as an immigrant who rarely participates or gets involved with his classmates due to the language barrier. In
the autobiography Hunger of Memory by Richard Rodriguez, Rodriguez himself had difficulties participating in class, and interacting with his fellow
classmates due to the language barrier. In both The Class and Hunger of Memory Wei and Rodriguez share the common bond offeeling like an alien in
the classroom due to knowing more of their "private language" that they speak regularly speak at home to speaking a language foreign to them, that
they have to practice everyday on their own to get familiar with the language and perfect their pronunciations.
I want people to discuss how being a child of an immigrant you have higher expectations to achieve, such as having a good education, go to
college, get good grades, and be expected to learn a new language. I want the question to reflect back on the terms "private language" and "public
language" from Hunger of Memory and how those terms contribute to Wei's character in the film The Class. I want people to go deeper and discuss
the emotions and process both Wei and Richard Rodriguez go through. How in the beginning both wouldn't interact in the class due to only knowing
one language properly. How they both went from shy to being a participant in class. Both Wei and Rodriguez have respect towards their parents and do
what their parents ask them too, especially when it comes to

Effective Classroom Experiences For English Language Learners
Situation:
A new teacher in my school is trying to create effective classroom experiences for English Language Learners (ELLs) and has asked for my help.
Language Acquisition Theories:
A great way to begin learning how to effectively educate ELLs is to ask for the help of a mentor teacher. According to Peregoy and Boyle (2008),
there are many things yet to learn about second language acquisition and even the experts disagree on some aspects, however there are three prevailing
theories that all ELL teachers should consider when developing an effective classroom experience for their students (p. 46).
The Behaviorist Theory, as explained by Peregoy and Boyle (2008), emphasizes that children learn language due to stimulus, response and
reinforcement (p. 46). For example, when my children were young, I would point to an object, say the name of the object and wait for each of them
to repeat what I had said. This worked well for objects that are found readily in our home, such as ball, towel, chair, etc. Teachers have used these same
strategies in the classroom by using taped conversations and videos that students are able to memorize which is called the audiolingual method. After
memorizing the dialogue students verb forms and sentence structures. Errors are always corrected immediately, so students do not form bad habits.
Although some merit can be found within the Behaviorist Theory, it does little to help one understand how children are able to create original

Language And Academic Development And The Effective...
2.What was the background for the research study? That is, what previous knowledge did the author describe as a foundation for the study in the
"review of related literature"? The background for the research study provided insight into the theoretical and pedagogical aspect of using native
language (L1) with a focus on the aspects that most relate to adult ESL classes. The areas addressed were both the affective aspects of learning related
to bilingualism and academic development and the effective classroom practices. Knowing that individuals organize and learn information by thinking
and feeling, teachers need to keep in mind that the emotional self is a strong factor in learning. Native language is an important part of culture and
creating opportunities for using L1 might be quite beneficial to learning the target language (TL), in this case English. The nature of bilingualism was
addressed and as Huerta–Macias and Kephart cited Cook (1992), "learners cannot simply shut down their knowledge of one language when using the
other." Adults whose cognitive development exceeds their linguistic ability in the TL may find an English–only class frustrating. Another important
element of the background research was the understanding that adults will learn English differently than students in a K–12 setting. For adults,
language is best taught through content, as a tool for communicating and learning. Use of L1 in adult ESL classrooms serves multiple purposes, such as

How Do International Students Use Language Barriers In The...
After coming to the US, the lack of opportunities to communicate with native English speakers hinders many international students from establishing a
meaningful relationship with native English speakers (Bertram et al., 2014; Kim & Egan, 2011; Zhai, 2004). The language barrier not only impedes
their ability to communicate with their American peers and teachers, and also crushes their confidence and self–esteem when they find that their earlier
training in English language and achievements in TOEFL/GRE do not help them to resolve practical issues that arise in a classroom environment
(Baba and Hosoda, 2014; Kim & Egan, 2011; Wang, 2012). Although most graduates may have encountered the vocabulary of their specialty, they may
be still baffled by the... Show more content on Helpwriting.net ...
Yuan (2010) found that Americans may not realize that international students might interpret their behaviors as discrimination because the international
students may have problems adjusting due to their unfamiliarity with U.S. customs and values. Poyrazli et al. (2004) noted in their study that Asian and
Eastern cultures emphasize harmony, humbleness, respect for and deference to authorities, interdependence, and collectivism, whereas American and
Western cultures value assertiveness, autoism, independence, and individualism which is totally the opposite to each other. All these differences
contribute to a higher proportion of international students attending U.S. institutions experienced difficulty with living with a roommate, getting used
to American food, and getting used to college food (Abe, Talbot & Geelhoed, 1998; Sullivan & Kashubeck–West, 2015; Wang et al., 2012; Zhai, 2004).
In addition, graduate students and scholars who have a career in their home countries may also experience a loss of social status because their social
standing may not be recognized as important in the United States (Wang et al., 2012; Zhai,

Language Ezequiel: Children In The Classroom
Monday was an excellent day. I signed in and washed my hands. I sat down for a while and supervised Gage interacting with Teacher Mao, and then
I went outside to set up the toys and equipment on the tables to make the outdoor environment more appealing to the children. After that task, I sat
down on a blue cube and waited for the rest of children to arrive at the Maple Room. I spent most of my day indoor and outdoor with the children
especially with Ezequiel. He was waving his hand and telling me to "come on" and follow him when he was indoor and outdoor. The most surprising
things that happened today were noticing how much language Ezequiel has developed throughout his time in the classroom and seeing some of the
children in my group bonding

The Importance Of Language As A Multicultural Classroom
Language is the medium that has various meaning and forms. According to some researchers, language is a cognitive system that has consistent rules
which people use to both write and speak (Gee & Hayes, 2011, p. 6; Vendryes, 1997, p.16). Alternatively, other study claim language as dynamic
phenomena, which has changing characteristics and influenced by socio–cultural context (Green, 2006, p. 2). Also, Grugeon and Gardner (2013, p.
105) explain language as a physical object that people use for social interaction which is influenced by the relationship between the speaker and the
listener, and can vary due to the social and cultural context. Hence, language is a material and a systemic object with set rules that are used as a social
process and changes due to the geographic location, social context and relationship of those who are communicating (Ellis & Larsen–Freeman, 2009, p.
3). Teachers should realise that classrooms would have students from various cultures and languages (Cremin & Myhill, 2012, p. 19). In addition to
this, Cremin and Myhill, (2012, p. 20) claim that it is essential that teachers should ensure to meet the nature of multicultural classrooms with various
language resources and text based on socio–cultural artefacts to support the diverse learners. This essay will discuss that a language has the
interconnected phenomena of an object, systemic functions and the social process. Additionally, this essay will explain how teachers can adapt to an
inclusive and

The Impact Of Bilingual Languages Into The Classroom Essay

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