A5.pajuna.cristian.catedra integradora01
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The document discusses several topics related to language planning. It first defines planning as a process with objectives and aims to achieve goals in a creative and cost-effective manner. It then discusses strategic planning and how establishing a process can help organizations solve problems and make long-term decisions. Another section talks about how language planning involves international and intercultural communication, with learners sharing information respectfully. Additional sections discuss language as a potential problem for students who don't speak it well, the legal rights around language use, and how language serves as an important resource for communication.
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Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh.
Considerer:
Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field
A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse
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By Day 3
Post:
A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort
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Research and practice in the field of early childhood increasingly s.docx
Research and practice in the field of early childhood increasingly supports the full inclusion of young children within early childhood environments. Until 2009, the field lacked a national definition for inclusion, which resulted in vast disparity among programs and practices. This disparity was further exacerbated by the historical segregation between the fields of early childhood general and special education.
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Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh.
Considerer:
Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field
A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse
What you perceive to be the benefits of and obstacles to ensuring that every child is included within early childhood programs
With all of these thoughts in mind:
By Day 3
Post:
A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort
An explanation, based on the media segments and citing examples, of the benefits of child-centered, play-based, and discovery learning for each age/development level—infants/toddlers, preschoolers, and primary-age children
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A12.pajuna.cristian.sociedad contemporanea y politica educativa convertido
La Ley Orgánica de Educación Intercultural del Ecuador y su reglamento buscan garantizar el derecho a una educación inclusiva e intercultural para todos los estudiantes, incluyendo a aquellos con necesidades educativas especiales o en situaciones de vulnerabilidad. Establecen principios como la universalidad, equidad, calidad e interculturalidad en el sistema educativo, y regulan la atención a estudiantes con necesidades educativas especiales a través de la Unidad de Apoyo a la Inclusión.
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The work by Corranidi, Borthwick and Gallagher-Brett will enable me address the issue of the need for multilingualism in the emerging world. Since the article is highlighting the positives of multilingualism, I will use it in my current topic to describe the exact ways multilingualism is shaping the modern societies in a positive way. Apparently, I will use the arguments of the authors to detail the issues related to employability and the way communications skills and abilities influence it.
Reference
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Research and practice in the field of early childhood increasingly supports the full inclusion of young children within early childhood environments. Until 2009, the field lacked a national definition for inclusion, which resulted in vast disparity among programs and practices. This disparity was further exacerbated by the historical segregation between the fields of early childhood general and special education.
The joint position statement on inclusion developed by the Division of Early Childhood of the Council of Exceptional Children (DEC) and the National Association for the Education of Young Children (NAEYC) was released in 2009 and changed both the lack of a national definition as well as some aspects of this historical segregation. Consider the following definition included in the statement:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh.
Considerer:
Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field
A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse
What you perceive to be the benefits of and obstacles to ensuring that every child is included within early childhood programs
With all of these thoughts in mind:
By Day 3
Post:
A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort
An explanation, based on the media segments and citing examples, of the benefits of child-centered, play-based, and discovery learning for each age/development level—infants/toddlers, preschoolers, and primary-age children
.
Research and practice in the field of early childhood increasingly s.docx
Research and practice in the field of early childhood increasingly supports the full inclusion of young children within early childhood environments. Until 2009, the field lacked a national definition for inclusion, which resulted in vast disparity among programs and practices. This disparity was further exacerbated by the historical segregation between the fields of early childhood general and special education.
The joint position statement on inclusion developed by the Division of Early Childhood of the Council of Exceptional Children (DEC) and the National Association for the Education of Young Children (NAEYC) was released in 2009 and changed both the lack of a national definition as well as some aspects of this historical segregation. Consider the following definition included in the statement:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
Reflect on the required resources provided for this Discussion, as well as the media segments featuring conversations with Drs. Amy Santos and Johnna Darragh.
Considerer:
Ways in which you believe the DEC/NAEYC joint position statement on inclusion contributes to the field
A brief summary of the research synthesis points for inclusion and how a focus on access, participation, and supports can be extended to support the belonging and participation of every child, including those who are culturally, linguistically, and ability diverse
What you perceive to be the benefits of and obstacles to ensuring that every child is included within early childhood programs
With all of these thoughts in mind:
By Day 3
Post:
A brief summary of the ways in which the letters to the editor you reviewed brought up similar and differing arguments, and why you felt certain reasoning was most effective as an advocacy effort
An explanation, based on the media segments and citing examples, of the benefits of child-centered, play-based, and discovery learning for each age/development level—infants/toddlers, preschoolers, and primary-age children
...
MTB - Lesson 1 What is MTB-MLE.pptx
The document discusses mother tongue-based multilingual education (MTB-MLE). It notes that children learn best when instruction is in a language they understand. MTB-MLE is a key feature of the K-12 program in the Philippines, with the goal of preparing students for a changing world through strengthening literacy in their first language. Research shows students develop stronger abilities in other languages when grounded in their mother tongue first. The document advocates for MTB-MLE and maintaining students' various languages.
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This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
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This document summarizes the Information and Language for Effective Communication (ILEC) language teaching approach. ILEC emphasizes learners' extensive exposure to different language sources. Learners first receive instruction on ILEC principles and then undergo autonomous input exposure by interacting with an information source. This is followed by output exposure where learners discuss the information in the classroom. The approach aims to gradually develop learners' English speaking fluency through autonomous exposure. It is based on constructivist learning theories that learners build understanding through experience. Fluency depends on the information learners have accumulated from exposure, which they can discuss. The document examines problems with English speaking like lack of exposure, anxiety, and error correction.
Communicative Language Teaching : A new Perspective
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
12 english (ix xii) e
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
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- 2. WHAT IS A PLANNING? PLANNING IS A PROCESS WHICH HAS OBJECTIVES AND AIMS IN ORDER TO ACHIEVE THE GOAL SET ALSO GET THE BEST RESULTS. THIS GOAL MUST BE CREATIVE, ORDERLY, AND ECONOMICALLY SOUND MANNER.
- 3. STRATEGIC PLAN PROJECT HERE WE ESTABLISHED THE WAY TO FOLLOW IN ORDER TO REACH THE GOAL. THEREFORE WE DECIDE WHICH STRATEGIES IS THE BEST OPTION TO EXECUTE IN LONG-TERM. THEREFORE PLANNING IS SO IMPORTANT FOR MAKING DESICION WITHIN WHATEVER ORGANIZATION AND SOLVE THE PROBLEMS THAT WILL ARISE.
- 4. ORIENTATIONS LANGUAGE PLANNING LANGUAGE PLANNING FOR THE SOCIETY INVOLVE COMMUNICATE INTERNATIONALLY AS WELL AS INTERCULTURALLY. LEARNERS WILL USE THE GENUINE COMMUNICATION TO WORK TOGETHER OF THIS WAY SHARING INFORMATION INTERCULTURAL, THIS WAY IMPROVING THE COMMUNICATION BETWEEN SOCIETIES WITH TOLERANCE AND RESPECT.
- 5. LANGUAGE AS A PROBLEM STUDENTS WHO DON'T DOMINATE THE LANGUAGE HAVE PROBLEMS COMMUNICATING WITH OTHERS. MOST OF THEM OFTEN CONFUSE SOME TERM WITH OTHERS TERMS, SO IN THIS CASE STUDENTS MUST HAVE MOTIVATION AND SELF CONFIDENCE IN ORDER TO COMMUNICATE WITH OTHERS. THE BRAIN USUALLY CONFUSES WHEN THE STUDENT IS LEARNING A NEW LANGUAGE, THIS CASE HAPPENS WHEN THE LEARNER IS THINKING AND TRASLATING AT THE SAME TIME.
- 6. LANGUAGE AS A RIGHT LANGUAGE AS A LEGAL OR CONSTITUTIONAL RIGHT IN THE UNITED STATES AND AROUND THE WORLD IS GENERALLY AN INDIVIDUAL VERSUS A GROUP RIGHT (BAKER, 2011). EACH PERSON HAS THE FREEDOM TO SPEAK WHATEVER LANGUAGE THAT HE/SHE WANTS. LANGUAGE AS A HUMAN RIGHT REFERS TO AN INDIVIDUAL RECEIVING PROTECTION FROM DISCRIMINATION BASED ON THEIR LANGUAGE CHOICE.
- 7. LANGUAGE AS A RESOURSE LANGUAGE IS AN ESSENTIAL COMPONENT OF WORKING BECUASE EACH PERSON CAN COMMUNICATE WITH OTHERS USING WHATEVER LANGUAGE. WE MUST KNOW THAT THE ENGLISH LANGUAGE IS THE UNIVERSAL LANGUAGE WHICH IS SPOKEN AROUND THE WORLD, FOR THAT REASON EVERYBODY CAN SPEAK FREELY WITH HIS/HER NATIVE OR MOTHER LANGUAGE FROM SHE/HE COMES FROM.
- 8. REFERENCIA BIBLIOGRÁFICA ESPE (NOV 2019). Study material. Planning and institutional programs. Recuperado de: HTTPS://EVIRTUAL.ESPE.EDU.EC/PROGRAMAS_SCORM.CGI?ID_CURSO=15671&ID_ UNIDAD=164171&ID_PKG=2050&WACCION=VER_SCOS ESPE (NOV 2019). Study material. Curriculo 2016-2017. Recuperdo de: HTTPS://EDUCACION.GOB.EC/WP- CONTENT/UPLOADS/DOWNLOADS/2016/04/PRESENTACION-CURRICULO.PDF ESPE (NOV 2019). Study material. Six-step planning process for institutions of higher education. Recuperado de: HTTPS://REMS.ED.GOV/DOCS/VOLUME5ISSUE3.PDF