002 interculturae as opportunity, no limit
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1. The document outlines the procedures for welcoming and integrating foreign students in Italian schools. 2. It describes the roles and responsibilities of various parties, including school staff, in registering new students and allocating them to appropriate classes based on their age, education background, and language skills. 3. The goal is to facilitate the students' entry into the school and social systems through language support, collaboration with local authorities, and promoting intercultural understanding.
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Language Support for Youth With a Migrant Background
1) This document summarizes language support policies for immigrant students in Europe. It identifies key elements of effective support such as initial student assessments, induction programs, ongoing language instruction, training for mainstream teachers, and support for students' native languages.
2) The summary provides examples of good practices from Denmark, including language stimulation for young children, welcoming classes for new immigrant students, and requirements for trained teachers of language as a second language.
3) However, the document also notes gaps in implementing good practices, such as lack of monitoring and evaluation, insufficient professional development, and low community involvement. The brief aims to provide recommendations to address immigrant students' linguistic needs.
Results of the research
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- It analyzes students' motivation and intercultural knowledge in foreign languages before and after the exchange, using questionnaires.
- The results found that students see the importance of English for communicating globally and their careers, but lack confidence in their abilities. They felt exposure to native English speakers through exchanges were very helpful for improving.
Collaborative Work task 2
This document discusses improving English language skills for students in Ecuador through the use of new teaching methodologies and technologies. It notes that students at the Jose Cardenas School lack English skills due to insufficient teacher knowledge and outdated teaching techniques. The study proposes using projects, internet communication, and computer-assisted language learning to develop students' English listening, speaking, reading and writing skills throughout the school year. Students would research online for their projects, communicate virtually with native English speakers, and use CALL programs and interactive learning materials independently. The goal is to continuously develop students' language skills through motivating, practical activities that expose them to authentic English use and communication. Evaluating skills at the start and end of the year would assess the impact of
Curriculum proposal
Propuesta Curricular realizada por los profesores participantes en el proyecto I CHANGE Erasmus+ 2016-2018
Unit 3. legal framework
This document discusses bilingual and multilingual education programs in the Valencian educational system. It provides an overview of the legal framework for these programs, describes different models of bilingual education including compensatory, maintenance, and enrichment, and outlines the organizational documents used in planning and implementing bilingual programs at schools, such as the Annual Linguistic Normalization Plan and the Program Particular Design. The Program Particular Design is described as the key document that specifies how a bilingual or multilingual program will be adapted and applied at the individual school level based on its unique sociolinguistic context.
Education without Frontiers
The document outlines an academic and cultural exchange program between schools in Chula Vista, California and Salamanca, Spain. The program aims to establish bilingualism, biliteracy and cultural awareness among students from primary to university level. It involves collaboration between schools and universities in both locations. Key elements of the program include technology projects, student exchanges between the countries, and summer camps to reinforce language learning and cultural experiences. The goals are to encourage higher education and develop appreciation for other cultures among participating students.
Presentation
This project aims to compare and improve methods for teaching English as a foreign language to adults across partner countries in Europe. Partners will research their current teaching methodology and materials. Criteria for successful materials will be determined. New materials focusing on English as an international language will be created and selected based on the criteria. Students and teachers from partner institutions will have opportunities to meet and learn from each other through international meetings and lessons to improve English skills and motivation. The four partner institutions are from Spain, Italy, Romania, and Turkey and they hope participating in the project will help students develop open-mindedness and prepare for the European labor market.
Didactic Proposal to Contribute to the Development of the English Vocabulary ...
Scientific Research Paper presented as requisite to obtain the graduation in educational sciences, in English Linguistics option.
Mdd 1 contextualization of teaching
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
ESL Specialist Certification Program.pdf
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
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