American Sign Language Classroom

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
... Get more on HelpWriting.net ...

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 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

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

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

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 second language
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

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

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 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

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
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,

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

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

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

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

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'

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, and Learning 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

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

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

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. After reading the
articles and textbooks, I feel that I have a better ... Show more content on Helpwriting.net ...
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

Use Of L1 As Facilitator From Foreign Language Classroom
The use of L1 as a facilitator in the foreign language classroom
Margherita Berti
 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

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 more content on Helpwriting.net ...
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

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

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

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

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

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 more content on Helpwriting.net ...
This is how we consider the classroom and the classroom activities gives opportunities to children
for learning.
Vygotsky  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

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

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

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 Māori learners and their
whānau 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

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

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

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

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

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

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

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 of feeling 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

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,

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

American Sign Language Classroom

Recommended

Recommended

More Related Content

More from Stephanie Johnson

More from Stephanie Johnson (20)

Recently uploaded

Recently uploaded (20)

American Sign Language Classroom