There remain great challenges facing education professionals working with students with learning and behavior problems, especially those from diverse language and culture backgrounds. There are 7 steps to follow when addressing these concerns.
Assessment of English Language Learners: A Bilingual ApproachBilinguistics
More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development.
Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
Second Language Learning 1232663919745890 1David Hale
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
Second language acquisition and ultimate attainmentOya Katırcı
The document discusses the concept of ultimate attainment in second language acquisition research. Ultimate attainment refers to the end state or final level of proficiency achieved by second language learners. The study of ultimate attainment provides insights into limitations on second language learning. While first language acquisition universally results in native-like competence, second language acquisition often leads to non-native like outcomes. Younger ages of second language acquisition are associated with higher levels of ultimate attainment. The end state may be incomplete or divergent from the target language. Access to Universal Grammar and differences between language pairs also influence ultimate attainment.
This document provides an overview of best practices for teaching English learners. It discusses 5 targets of a workshop on English language development, including foundational concepts, universal access through differentiated instruction, research findings, vocabulary strategies, and scaffolding content. Key terms are defined, such as EL, ELD, BICS, CALP. Research findings emphasize the benefits of bilingual education, strong home language skills, and interactive instruction. Effective strategies for teaching vocabulary and scaffolding content include using visuals, KWL charts, think-pair-share, and summarization. Overall, the document stresses the importance of differentiated instruction and scaffolding to provide English learners with universal access to content.
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
This document summarizes key concepts in second language acquisition (SLA). It defines SLA as learning a second language in addition to one's native language. There is a difference between acquisition, which happens naturally through interaction, and learning, which is a conscious process focused on grammar rules. Contrastive analysis hypothesizes that learners will transfer rules from their first language, sometimes generating errors. Research in SLA has been both product-oriented and process-oriented. Krashen's five hypotheses focus on acquisition, learning, the monitor, natural order, and affective filter. Generalizations note variations in learners and the role of self-image. Claims are made about adults acquiring a second language, practice not ensuring perfection
Assessment of English Language Learners: A Bilingual ApproachBilinguistics
More easily identifying whether a child’s errors are due to typical development, second-language influence, or true impairment. This course provides video examples of these possible outcomes as they relate to articulation and language development.
Current demographic data is reviewed as well as future population trends. A framework is provided for evaluation that can be applied to many different languages. Facts and myths about bilingualism are also covered. This presentation concludes with case studies to demonstrate how to effectively apply all of the information.
Second Language Learning 1232663919745890 1David Hale
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
Second language acquisition and ultimate attainmentOya Katırcı
The document discusses the concept of ultimate attainment in second language acquisition research. Ultimate attainment refers to the end state or final level of proficiency achieved by second language learners. The study of ultimate attainment provides insights into limitations on second language learning. While first language acquisition universally results in native-like competence, second language acquisition often leads to non-native like outcomes. Younger ages of second language acquisition are associated with higher levels of ultimate attainment. The end state may be incomplete or divergent from the target language. Access to Universal Grammar and differences between language pairs also influence ultimate attainment.
This document provides an overview of best practices for teaching English learners. It discusses 5 targets of a workshop on English language development, including foundational concepts, universal access through differentiated instruction, research findings, vocabulary strategies, and scaffolding content. Key terms are defined, such as EL, ELD, BICS, CALP. Research findings emphasize the benefits of bilingual education, strong home language skills, and interactive instruction. Effective strategies for teaching vocabulary and scaffolding content include using visuals, KWL charts, think-pair-share, and summarization. Overall, the document stresses the importance of differentiated instruction and scaffolding to provide English learners with universal access to content.
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
This document summarizes key concepts in second language acquisition (SLA). It defines SLA as learning a second language in addition to one's native language. There is a difference between acquisition, which happens naturally through interaction, and learning, which is a conscious process focused on grammar rules. Contrastive analysis hypothesizes that learners will transfer rules from their first language, sometimes generating errors. Research in SLA has been both product-oriented and process-oriented. Krashen's five hypotheses focus on acquisition, learning, the monitor, natural order, and affective filter. Generalizations note variations in learners and the role of self-image. Claims are made about adults acquiring a second language, practice not ensuring perfection
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Chapter 4 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document summarizes several perspectives on second language acquisition:
- Behaviorism emphasized mimicry and memorization in the classroom and viewed language as habit formation.
- Innatism argued an innate language acquisition device allows children to learn language, but its role in second language learning is debated.
- Cognitive perspectives view language learning as involving information processing, usage-based learning of chunks rather than rules, and competition between first and second language systems.
- Sociocultural theory emphasizes that language learning occurs through social interaction and internalizing knowledge constructed collaboratively.
This document discusses several hypotheses about second language acquisition:
1. The acquisition-learning distinction hypothesizes that adults can acquire a second language naturally through exposure, like children.
2. The natural order hypothesis claims that certain grammatical structures are acquired earlier than others in a predictable pattern.
3. The monitor hypothesis describes editing abilities that allow conscious learning but not natural acquisition.
4. The input hypothesis states that comprehensible input is necessary for acquisition but not sufficient on its own.
5. The affective filter hypothesis proposes that low anxiety and defensiveness allow input to be acquired more easily.
This document provides advice for supporting English as an Additional Language (EAL) students in mainstream classrooms. It notes that EAL learning occurs across subjects, not just English lessons. Teachers should aim to teach students the language needed to access lessons to prevent them from feeling lost. Suggestions include giving EAL students tasks to contribute and build confidence, allowing work in their native language, incorporating pictures and speaking exercises, and pairing students with peers who speak their language. The goal is for EAL students to progress in learning English and not fall behind academically due to language barriers.
This document discusses different methodologies and approaches to teaching languages. It defines methodology as involving all aspects of teaching practice including theory, research, techniques, and lesson design. A method is described as a systematic guide for teaching based on proven effectiveness and meaningful learning. Several specific methods are outlined, including the direct method which fully immerses students in the target language, the cognitive method which focuses on organized knowledge acquisition and learning strategies, and the affective method which emphasizes student psychology and motivation. The communicative approach and structural linguistic method are also summarized. Key differences between approaches and methods are that approaches are more general philosophies while methods refer to specific classroom techniques.
This document provides an introduction to second language acquisition by Rod Ellis. It defines second language acquisition as learning a language other than one's mother tongue, inside or outside the classroom. The goals of SLA are to describe how L2 is acquired and to explain differences in learners' success. Factors that influence acquisition include social environment, learner input, and individual cognitive abilities. The document discusses methodological issues in describing learner language and explaining the acquisition process.
Language planning involves systematic efforts to modify language use in a community, while language policy refers to the body of ideas, laws and regulations around planned linguistic changes. There are two levels of language planning - macro (involving governments and complex changes) and micro (focusing on specific issues). Key actors in language planning include government agencies, education agencies, quasi-governmental organizations, and other influential groups. Activities generally involve status planning (modifying a language's use) and corpus planning (modifying the language itself), with the overall goal of language selection, codification, elaboration and implementation. Codification specifically refers to standardizing a language's orthography, grammar and lexicon.
The document discusses the relationship between language, thought, and culture. It explores the Sapir-Whorf hypothesis, which claims that the language we speak shapes how we think. The document examines the work of Sapir and Whorf, who argued that different languages lead to different worldviews. As evidence, it analyzes Whorf's study of the Hopi language and his claim that it conveyed a different concept of time than English. While the strong version of linguistic determinism has been debunked, evidence suggests there may be weaker "Whorfian effects," where language predisposes certain ways of thinking.
Bilingual education involves teaching students with limited English proficiency in both their native language and in English. Bilingualism is defined as the use of two languages by an individual, with proficiency fluctuating based on language use opportunities. A study found that students who received bilingual instruction were less likely to drop out of secondary school and had fewer retentions than students who did not receive bilingual elementary education, though GPA and absenteeism differences were small. Research has shown that bilingual children have faster inhibitory control and cognitive flexibility than monolinguals due to developing executive functions in two cultures and languages.
Difference vs. Disorder: Language Development in Culturally and Linguisticall...Bilinguistics
This presentation reviews normal language development of bilinguals. It identifies common second language-influenced errors between English and Spanish as well as other languages.
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Academic English language policies and their impacts on language practices in...Ali Karakaş
Conference Paper: Academic English language policies and their impacts on language practices in English-medium universities.
ResearchGate. Available from: https://www.researchgate.net/profile/Ali_Karakas3/publications [accessed Mar 23, 2015].
Second Language Acquisition (George Yule)Darren Javier
This document summarizes theories of second language acquisition. It discusses four focus areas: transfer, where learners apply first language features to the second language; interlanguage, the language system learners develop between the first and second languages; motivation, which is important for learning and can be instrumental or integrative; and input and output, the importance of receiving input and producing output in the second language. It also briefly introduces the concepts of communicative competence, involving accurate, appropriate, and flexible language use, and applied linguistics, which deals with practical language issues.
The interaction hypothesis proposes that comprehensible input and negotiation for meaning during face-to-face interaction contributes to second language acquisition. There are two forms of the hypothesis: one that emphasizes comprehensible input and another that suggests interactions provide negative evidence and focus learner attention. While interaction may aid language learning, it is not absolutely necessary, and its role is complex as interactions are not always positive.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
This is the keynote I gave in Portland, Maine. It is an overview of Separating Difference & Disability issues. Audience composed of administrators, psychologists, ELL teachers, Special Education teachers, and others. This was for the excellent Language, Culture, and Identity Conference.
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Chapter 4 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document summarizes several perspectives on second language acquisition:
- Behaviorism emphasized mimicry and memorization in the classroom and viewed language as habit formation.
- Innatism argued an innate language acquisition device allows children to learn language, but its role in second language learning is debated.
- Cognitive perspectives view language learning as involving information processing, usage-based learning of chunks rather than rules, and competition between first and second language systems.
- Sociocultural theory emphasizes that language learning occurs through social interaction and internalizing knowledge constructed collaboratively.
This document discusses several hypotheses about second language acquisition:
1. The acquisition-learning distinction hypothesizes that adults can acquire a second language naturally through exposure, like children.
2. The natural order hypothesis claims that certain grammatical structures are acquired earlier than others in a predictable pattern.
3. The monitor hypothesis describes editing abilities that allow conscious learning but not natural acquisition.
4. The input hypothesis states that comprehensible input is necessary for acquisition but not sufficient on its own.
5. The affective filter hypothesis proposes that low anxiety and defensiveness allow input to be acquired more easily.
This document provides advice for supporting English as an Additional Language (EAL) students in mainstream classrooms. It notes that EAL learning occurs across subjects, not just English lessons. Teachers should aim to teach students the language needed to access lessons to prevent them from feeling lost. Suggestions include giving EAL students tasks to contribute and build confidence, allowing work in their native language, incorporating pictures and speaking exercises, and pairing students with peers who speak their language. The goal is for EAL students to progress in learning English and not fall behind academically due to language barriers.
This document discusses different methodologies and approaches to teaching languages. It defines methodology as involving all aspects of teaching practice including theory, research, techniques, and lesson design. A method is described as a systematic guide for teaching based on proven effectiveness and meaningful learning. Several specific methods are outlined, including the direct method which fully immerses students in the target language, the cognitive method which focuses on organized knowledge acquisition and learning strategies, and the affective method which emphasizes student psychology and motivation. The communicative approach and structural linguistic method are also summarized. Key differences between approaches and methods are that approaches are more general philosophies while methods refer to specific classroom techniques.
This document provides an introduction to second language acquisition by Rod Ellis. It defines second language acquisition as learning a language other than one's mother tongue, inside or outside the classroom. The goals of SLA are to describe how L2 is acquired and to explain differences in learners' success. Factors that influence acquisition include social environment, learner input, and individual cognitive abilities. The document discusses methodological issues in describing learner language and explaining the acquisition process.
Language planning involves systematic efforts to modify language use in a community, while language policy refers to the body of ideas, laws and regulations around planned linguistic changes. There are two levels of language planning - macro (involving governments and complex changes) and micro (focusing on specific issues). Key actors in language planning include government agencies, education agencies, quasi-governmental organizations, and other influential groups. Activities generally involve status planning (modifying a language's use) and corpus planning (modifying the language itself), with the overall goal of language selection, codification, elaboration and implementation. Codification specifically refers to standardizing a language's orthography, grammar and lexicon.
The document discusses the relationship between language, thought, and culture. It explores the Sapir-Whorf hypothesis, which claims that the language we speak shapes how we think. The document examines the work of Sapir and Whorf, who argued that different languages lead to different worldviews. As evidence, it analyzes Whorf's study of the Hopi language and his claim that it conveyed a different concept of time than English. While the strong version of linguistic determinism has been debunked, evidence suggests there may be weaker "Whorfian effects," where language predisposes certain ways of thinking.
Bilingual education involves teaching students with limited English proficiency in both their native language and in English. Bilingualism is defined as the use of two languages by an individual, with proficiency fluctuating based on language use opportunities. A study found that students who received bilingual instruction were less likely to drop out of secondary school and had fewer retentions than students who did not receive bilingual elementary education, though GPA and absenteeism differences were small. Research has shown that bilingual children have faster inhibitory control and cognitive flexibility than monolinguals due to developing executive functions in two cultures and languages.
Difference vs. Disorder: Language Development in Culturally and Linguisticall...Bilinguistics
This presentation reviews normal language development of bilinguals. It identifies common second language-influenced errors between English and Spanish as well as other languages.
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Academic English language policies and their impacts on language practices in...Ali Karakaş
Conference Paper: Academic English language policies and their impacts on language practices in English-medium universities.
ResearchGate. Available from: https://www.researchgate.net/profile/Ali_Karakas3/publications [accessed Mar 23, 2015].
Second Language Acquisition (George Yule)Darren Javier
This document summarizes theories of second language acquisition. It discusses four focus areas: transfer, where learners apply first language features to the second language; interlanguage, the language system learners develop between the first and second languages; motivation, which is important for learning and can be instrumental or integrative; and input and output, the importance of receiving input and producing output in the second language. It also briefly introduces the concepts of communicative competence, involving accurate, appropriate, and flexible language use, and applied linguistics, which deals with practical language issues.
The interaction hypothesis proposes that comprehensible input and negotiation for meaning during face-to-face interaction contributes to second language acquisition. There are two forms of the hypothesis: one that emphasizes comprehensible input and another that suggests interactions provide negative evidence and focus learner attention. While interaction may aid language learning, it is not absolutely necessary, and its role is complex as interactions are not always positive.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
This is the keynote I gave in Portland, Maine. It is an overview of Separating Difference & Disability issues. Audience composed of administrators, psychologists, ELL teachers, Special Education teachers, and others. This was for the excellent Language, Culture, and Identity Conference.
This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
Learning Disabilities within Cultural & Linguistic ContextCatherine Collier
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
Dr. Collier is giving a workshop in Dallas, Texas, about implementing culturally and linguistically responsive strategies during instructional intervention.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
This is the PowerPoint presentation I gave in Lexington, Kentucky, recently about implementing the PEARL strategy framework within instructional intervention and problem solving settings. We had two great days of application.
This document provides information about an inclusion program at a school including student demographics, principles of IDEA, recommendations for inclusion of students with disabilities, and strategies for supporting students with specific disabilities like emotional and behavioral disorders, autism spectrum disorder, physical disabilities, and more. It outlines goals and approaches for social-emotional learning and advocating for students. Resources on assistive technology, communication, and awareness are also referenced.
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...Jonah_OD
This webinar discussed chronic absenteeism under the Every Student Succeeds Act (ESSA). Jessica Cardichon from the Learning Policy Institute discussed why chronic absenteeism matters and how states are addressing it. She defined chronic absenteeism and explained its negative impacts on students. Phillip Lovell from the Alliance for Excellent Education then discussed how ESSA requires states to report chronic absenteeism rates and select a fifth non-academic indicator. They took questions from participants on challenges in addressing chronic absenteeism and opportunities provided by ESSA. The webinar provided resources on state efforts to improve data collection and reduce chronic absenteeism through interventions and professional development.
This document discusses strategies that school districts can implement to better serve English language learners (ELLs) who may require special education services. It recommends improving general education through teacher training on ELL instructional strategies and data-driven interventions. It also suggests implementing prereferral strategies like child study teams and observations before referring ELLs for special education evaluations. The document provides guidance on properly evaluating and classifying ELLs to accurately identify disabilities while accounting for students' English proficiency levels. It stresses the importance of a team approach and collaboration between special education and ELL specialists.
Translator training power point march 2015cjohns51
This training covers translating for Houston ISD special education meetings and evaluations. Attendees will learn about privacy laws, the special education process, translating evaluations, and best practices for translating ARD/IEP meetings. The agenda includes introductions, an overview of the Family Educational Rights and Privacy Act, what special education entails, translating evaluations, the translator's role in ARD/IEP meetings, and resources. Translators are needed to ensure non-English speaking parents can participate fully. They must maintain privacy and translate all discussion for audio recordings even if parents cannot attend.
Placement of english language learners in special educationKellie Wyatt
This document discusses the placement of English Language Learners (ELLs) in special education and gifted programs. It notes that ELLs are both over-represented and under-represented in these programs. The over-representation of ELLs in special education is due to difficulties distinguishing language acquisition from learning disabilities. Younger ELLs are less likely to be over-represented than older ELLs. ELLs are also under-represented in gifted programs due to lack of appropriate assessments and trained personnel. The document proposes an action plan to ensure fair representation and assessment of ELLs through culturally responsive teaching, early intervention, parental involvement, clear communication between stakeholders, and setting high expectations for students.
St. Margaret's CE Primary School is committed to offering an inclusive education to all students regardless of needs or abilities. The school seeks to raise achievement for all students and remove barriers to learning. All students with special educational needs and disabilities are valued equally.
The school appoints a Special Educational Needs Coordinator (SENCo) who is responsible for overseeing support for students with SEND. Teachers receive training to help them support students' diverse needs. The school works with parents and involves them in identifying needs and setting outcomes. It also works with outside agencies when additional support is needed.
Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication...IEFE
This document outlines key strategies for meeting the speech, language, and communication needs of students with learning challenges in mainstream classrooms. It discusses the importance of a whole-school approach including strong leadership, early identification of needs, impactful interventions, tracking student progress, and ongoing professional development for teachers. Specific strategies are recommended such as using visual supports, structured social interactions, explicit vocabulary instruction, and "think time" to improve student participation and outcomes.
The document describes an orientation program for international students at the English Language Center (ELC) at Rochester Institute of Technology (RIT). The goals of the program are to provide information about RIT services and departments, encourage cultural understanding, create a support network for ELC students, and assist with cultural and academic adjustment. The orientation program utilizes online resources like a course website and wiki. Student testimonials praise the program for helping them learn English and adapt to American culture. The orientation occurs over 12 weeks and includes topics on policies, writing, time management, and cultural adjustment, with guest lectures from other RIT departments. Program assessments found that orientation helped students adjust and online resources/guest speakers were engaging.
Chief Allied Health Professions Officer’s Conference 2016 Workshop 5: Population based service re-design – Chair Shelagh Morris
Stoke Speaks Out; Tackling the high incidence of language delay identified in children in Stoke-on-Trent. Janet Cooper, Speech and Language Therapist. Staffordshire and Stoke on Trent Partnership NHS Trust.
This document provides information and recommendations to enhance access to general education for students with special needs at a particular school. It begins with background on the school's demographics and performance. It then defines special education, inclusion, and discusses strategies like co-teaching, response to intervention, and school-wide positive behavior support. Recommendations are provided for supporting students with specific disabilities, including speech/language delays, autism, and physical disabilities. Academic and social strategies are suggested for each group.
This document provides information about special education services at King Public High School. It includes demographics of the student population which is mostly Hispanic/Latino and Black/African American. Many students face challenges such as low income status, mobility, and truancy. Test scores are lower than state averages. The document then discusses the school's special education programs and services for students with disabilities like learning disabilities, autism, and physical disabilities. Recommendations are provided to support inclusion and student success.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
7 Steps for Separating Difference and Disability for Diverse Learners
1. 7 Steps for Separating Difference and
Disability for Diverse Learners
Dr. Catherine Collier
@AskDrCollier
catherine@crosscultured.com
www.crosscultured.com
www.Slideshare.net
7. Local Stats
0 20 40 60 80 100
Students with Disabilities
State Target
Percent Graduating
8. Definitions
The concept of
things that
particular people
use as models of
perceiving,
relating, and
interpreting their
environment.
The process by
which individuals
perceive, relate to,
and interpret their
environment.
Culture CognitionLearning Disability
A disorder in one or more
of the basic psychological
processes involved in
understanding or using
language. May manifest
itself in an imperfect ability
to Listen, think, speak,
read, write, spell, or do
mathematical calculations
9. ELL Representation Patterns
• Students in English
immersion programs
are referred at higher
rates than those in
bilingual programs.
• ELLs who are “parent
waivers” are the most
likely to be referred and
placed.
12. Linguistic Context: Krashen’s Critical Elements
for Language Acquisition
1. Provide Comprehensible
Input in Target Language
2. Lower the Affective Filter
3. Maintain Subject Matter
Education
4. Maintain and Develop
Student’s Base Language
13. Growth in Native Born LEP
40%
40%
20%
First Generation Second Generation Third + Generation
14. Linguistic Context:
The Deadly Plateau
• Texts are frequently at i + 10,
not i + 1
• Growth in reading and
academic achievement levels
off
• Motivation decreases
16. Legal Context: Language & Culture
If the native language or other mode of
communication of the parent is not a
written language, the public agency
must take steps to ensure...
• that the notice is translated orally or by
other means to the parent in his or her
native language or other mode of
communication;
• that the parent understands the content
of the notice; and
• that there is written evidence that these
two requirements have been met.
27. Teacher’s Resource Guide of Language Transfer Issues
for English Language Learners
• This booklet is part of the On Our Way to
English series published by Rigby.
• It is an excellent stand‐alone resource for
ELL and K‐12 teachers working with
speakers of ten languages.
• The booklet contains background
information about the populations
speaking these languages as well as
specific grammar and phonics transfer
issues.
• 2004 Rigby: A Harcourt Achieve Imprint,
$3.85 www.rigby.com ISBN
978‐0757869662
• Spanish
• Vietnamese
• Hmong
• Haitian Creole
• Cantonese
• Korean
• Khmer
• Russian
• Arabic
• Tagalog
32. LD Behaviors SLA Behaviors
Difficulty following directions Difficulty following directions in English
Difficulty with phonological
awareness
Difficulty distinguishing between
unfamiliar sounds
Slow to learn sound/symbol Confusion with sound/symbol
correspondence in English
Difficulty remembering sight words Difficulty remembering sight words
when unfamiliar with meaning
Difficulty retelling a story in sequence May understand more than can say in
English
42. Language Transfer “fitness”
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer
Short Vowels
/a/ as in cat approximate approximate ✔ ✔
/e/ as in net ✔ approximate approximate ✔
/i/ as in kid approximate approximate ✔
/o/ as in spot approximate approximate approximate approximate approximate ✔
/u/ as in cup approximate approximate ✔ ✔ ✔
LongVowels
/ā/ as in lake,nail, bay ✔ approximate approximate approximate
✔ ✔
/ē/ as in bee,meat, cranky ✔ approximate
✔ ✔ ✔ ✔
/ī/ as in kite,tie, light,
dry
✔ approximate
✔ ✔ ✔ ✔
/ō/ as in home,road, row ✔ approximate approximate
✔
/ū/ as in dune,fruit, blue ✔ approximate
✔ ✔ ✔ ✔
/yü/ as in mule,cue ✔ approximate ✔