Frameworks of Poverty
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1. The document discusses the effects of language gaps in schools and classrooms. It notes that language gaps can impact students' ability to plan, predict, identify cause and effect, and control impulsivity. 2. It outlines five registers of language from formal to intimate and their typical vocabulary sizes and uses. Story structure and formal vs casual language are also discussed. 3. Developing students' ability to think abstractly and use mental models like stories is emphasized as important for success in school.
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Resources and Information for Teaching Multilingual Learners: UT Arlington Ne...
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Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
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The influence of the mother language on second language vocabulary acquisitio...
The influence of the mother language on second language vocabulary acquisitio...
Course Materials' evaluation for South East Asian Nations
Course Materials' evaluation for South East Asian Nations
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING
Language development among children of linguistic diversity
Language development among children of linguistic diversity
Language as subject and as a means of communication
Language as subject and as a means of communication
Understanding of the Importance of Mother Tongue Learning
Understanding of the Importance of Mother Tongue Learning
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This document summarizes key findings from the Aboriginal Child Language Acquisition Project (ACLA) that studied language development in Aboriginal children in Tennant Creek. It finds that Aboriginal children develop complex speech repertoires that may include traditional languages, Kriol, Aboriginal English varieties, and code-switching between languages. Even when their home languages are not fully understood, it can be assumed that Aboriginal children develop language in similar stages to all children through social interaction. The data presented shows vocabulary, cultural concepts, identity development, and language practices developing in children between ages 4-17 months. It emphasizes that Aboriginal English and Kriol varieties are systematic languages that express cultural meanings and identities.
Listening
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
Tesol presentation
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what is mother-tongue based teaching?
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. Some key points:
- DepEd issued an order in 2009 to institutionalize MTB-MLE, using students' first language as the primary medium of instruction from preschool to Grade 3. Additional languages like Filipino and English are introduced gradually starting in Grade 2.
- MTB-MLE helps students understand lessons better and develop a sense of nationalism and cultural identity. It reduces dropout rates compared to only using English for instruction.
- The Philippines has over 180 languages but some are endangered. MTB-MLE aims to preserve local languages and culture.
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Presentation1
The document provides a lesson plan analysis from Group 4. It contains the original incorrect lesson plan, the corrected lesson plan, and analyses of each section including learning objectives, competencies, materials, methods, media, sources, stages and assessment criteria. The main corrections were to language accuracy, structure and content across each section to improve clarity and alignment with lesson planning standards.
Applied linguistics hmwk
This document discusses several topics related to applied linguistics, including language use, dialects versus standards, and children's language development at home versus at school. It notes that language is central to human life but some activities do not require language. While aspects of language use are beyond conscious control, there are also decisions that can be made. It raises questions about whether children should maintain their dialects or conform to language standards and how teachers should address variations in students' languages.
Eex 502 Presentatin All
The document discusses language development and dialects. It describes how language and culture are intertwined and how dialects vary regionally and socially in the United States. Challenges in assessing English language learners are outlined, emphasizing the need for culturally sensitive evaluations. Instructional approaches for students with limited English proficiency, language differences, or learning disabilities are also reviewed.
Language
The document discusses several theories of language acquisition including behaviorism, nativism, and interactionism. It also discusses different programs and approaches to language intervention for children with language delays or disabilities, including the DISTAR language program, interactive learning programs, and the Semel Auditory Processing Program. Direct teaching and child-centered approaches are also mentioned.
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SIOP Refresher: Meeting the Needs of our ELLS
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Mother Tongue Based Multilingual education Framework
This document outlines the key elements of the Mother Tongue-Based Multilingual Education (MTB-MLE) curriculum framework for basic education in the Philippines. It discusses the 14 domains of literacy covered in the curriculum, including oral language, phonological awareness, book and print knowledge, alphabet knowledge, and others. The goals of the MTB-MLE curriculum are to promote cognitive development, academic achievement, second language acquisition, and lifelong learning through the use of children's mother tongue in early education.
Lesson plan using the SIOP Model crossing cultures guille
This document outlines a lesson plan using the SIOP (Sheltered Instruction Observation Protocol) model to teach English language learners about crossing cultures. The lesson plan aims to familiarize students with customs from different countries while promoting their language development. It includes objectives, motivational activities, presentation of content, practice activities for students, assessment, and an extension activity where students create tourist pamphlets about cultural customs in various countries.
Best Approaches in involving ENL Parents and Families
1. The document discusses best approaches for involving English language learner (ELL) parents and families, including building relationships, developing trust, and creating partnerships to support student learning.
2. It provides information on refugee, immigrant, and various visa statuses and discusses the growing diversity within school districts. Over 60 first languages are represented among ELL students.
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Oral language presentation fall 12
This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
7th grade Scope and Sequence (Englishpost.org)
1) The document outlines an English curriculum for 7th grade students with an A1.1 level of proficiency according to the Common European Framework.
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Gwr language literacy 1013
This document provides an overview of early literacy strategies and techniques for promoting language development in young children. It discusses the importance of dialogic reading where the adult reads with the child and asks open-ended questions to encourage interaction. Examples of question types that can be used during dialogic reading include completion, recall, open-ended, and "Wh-" questions. The document also recommends strategies for introducing new vocabulary words before, during, and after reading a book with a child.
The language acquisition - Learning English
This document discusses the importance of language acquisition and learning foreign languages. It defines key linguistic concepts like linguistics, dialects, and languages. Language acquisition involves learning rules of grammar, syntax, and pronunciation. Learning a foreign language requires formal study and immersion in that language. The process occurs in stages as learners go from simple phrases to complex sentences and thinking in the new language. Learning foreign languages is important as it increases global understanding, improves employment prospects, enhances cognitive skills, and allows for traveling and making foreign friends.
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Frameworks of Poverty
- 1. Frameworks of Poverty Module Three Presented by: Mystica Nelmes
- 3. What is Language? grammar Language What is Language? grammar Speaking Words used to Express our- selves Form of communication Parents School Teachers T.V. Traveling Friends Family Games
- 4. Objectives for Module Three: 1. Distinguish among the different registers of language and assist students in the development of formal register. 2. Utilize story structure when working with certain students and parents. 3. Understand mediation and cognitive strategies.
- 5. Essential Question How do language gaps effect our schools and/or classrooms?
- 6. What are the effects of language gaps in our schools & classrooms? Multi-Flow
- 7. If an individual cannot plan, he/she cannot predict. If an individual cannot predict, he/she cannot identify cause and effect. If an individual cannot identify cause and effect, he/she cannot identify consequence. If an individual cannot identify consequence, he/she cannot control impulsivity. If an individual cannot control impulsivity, he/she has an inclination toward criminal behavior.
- 8. 5 Registers to Language Frozen Formal Consultative Casual Intimate *Lord’s Prayer *Wedding Vows *Pledge of Allegiance *Language of school and work *abstract *needed for conflict Resolution *1200-1600 word working vocabulary *used in writing *Mix of casual and formal *Tends to be more spoken *Language between friends *Traditional among groups of people *400-800 word working vocabulary *Used between lovers & twins *Private language about private activities *Language of Sexual Harassment
- 9. Story Structure STORY STRUCTURES Formal B E Plot Casual Characterization
- 10. Flow Map I went on a vacation to Florida. I had a chance to make new friends. The trip was very exciting. The weather was perfect. Dad almost wrecked the car on the way home. It sure feels good to be home!
- 11. Formal vs. Casual Language Formal Casual
- 12. Kaplan Discourse: FORMAL CASUAL
- 13. MEDIATION MEDIATION WHAT WHY HOW Identification of the stimulus Assignment of meaning Identification of a strategy Identification of the stimulus Assignment of meaning Identification of a strategy
- 14. LANGUAGE AND STORY 1. When students speak in casual register, have them give two other ways to say it in formal register. 2. Give information to parents and students in story form.