This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
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The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Bilingualism education (A Critical Perspective – Language Hegemony, Linguisti...Satya Permadi
Based on the facts that can be seen in Bilingual school that language hegemony usually happens in bilingual school and later on it makes linguistic inequality as well as culture disempowerment. These facts are bad if it happens continuously.
One example to preserve home language is to give the students freedom to choose whether they use English language or home language but teacher also should recommend to use home language more than English language.
Bilingualism education (A Critical Perspective – Language Hegemony, Linguisti...Satya Permadi
Based on the facts that can be seen in Bilingual school that language hegemony usually happens in bilingual school and later on it makes linguistic inequality as well as culture disempowerment. These facts are bad if it happens continuously.
One example to preserve home language is to give the students freedom to choose whether they use English language or home language but teacher also should recommend to use home language more than English language.
Beyond the Journal • Young Children on the Web • November 2005ChantellPantoja184
Beyond the Journal • Young Children on the Web • November 2005 1
Embracing Diversity
Reflections from Teachers of
Culturally Diverse Children
pproximately 40 percent of children in U.S. public schools are from
culturally diverse backgrounds (NCES 2003). Yet, other than in Head
Start—where 52 percent of teachers come from a variety of racial,
ethnic, and cultural backgrounds different from the mainstream—only 22
percent of preschool teachers are culturally diverse (Saluja, Early, & Clifford
2002) and the percentage of non-White K–12 teachers actually may be closer to
10 (NCES 2003).
A cultural mismatch between teachers and the children they teach can result
in uncomfortable classroom experiences for some children and teachers.
Unlike many children who arrive at preschool and elementary classrooms and
find familiar environments and teachers who speak their same language
(English), many culturally and linguistically diverse students may feel like they
are moving “from one world to another” as they go from home to school (Au
1993, 9). Their teachers often differ from their families in race, culture, and
language. Classroom expectations and patterns of communication may also
differ from those at home.
Cultural compatibility
Teachers who share their students’ culture can minimize some of the differ-
ences between home and school. Often these teachers serve as role models,
validating the identities of culturally diverse children (Saluja, Early, & Clifford
2002). Unfortunately, while the need for teachers who reflect the cultural
diversity of the student population has grown, the percentage of culturally
diverse teachers has declined (Saluja, Early, & Clifford 2002).
Considerable research (Delgado-Gaitan & Trueba 1991; Halcón 2001; Moll
2001; Ogbu 2001) indicates, however, that teachers who do not share children’s
cultures can provide culturally compatible instruction if they understand the
children’s “cultural funds of knowledge,” which can be thought of as the
different ways of knowing, communicating, and doing that exist within diverse
homes (Moll 1994, 2001). Teachers who understand and appreciate culturally
different strengths and funds of knowledge are more likely to provide enriching
Michaela W. Colombo
Teachers cannot hope to
begin to understand
who sits before
them unless
they can con-
nect with the
families and
communities
from which their
children come. To
do that it is vital that teachers
and teacher educators ex-
plore their own beliefs and
attitudes about non-white and
non-middle-class people.
—Lisa Delpit
Other People’s Children
Many culturally and
linguistically diverse
students may feel like
they are moving “from
one world to another”
as they go from home
to school.
Michaela W. Colombo, EdD, is an
assistant professor in the Leadership
in Schooling Program at the Univer-
sity of Massachusetts, Lowell, where
she teaches sociocultural contexts of
education, second language acquisi-
tion, and diversity issues for school
leade ...
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Living Between Worlds David and Yvonne Freeman The University of Texas at Brownsville
2.
3. Why “Between Worlds” in This Title? Our students move between the world of their families and their native countries True for all students but for ELLs they come from different worlds… often worlds different from their teachers Many of our students are marginalized by the instruction they receive and the attitudes they encounter
4. Why “Between Worlds” in This Title? Many feel they do not belong anywhere-not accepted by school or home community cultural ambivalence- Others succeed in school but in the process lose home community Students may enter school monolingual in one language and leave school monolingual in another (lose L1) Rather than the best of both worlds, they trade one world for another
5. Why “Second Language Acquisition” in Title A number of linguistic, psychological, and social factors interact to permit or deny students access to a new language Teachers need to know about recent research, language learning theories, and effective practices
23. What factors affect the school success of ELLs living between worlds? The school exists within family, community, state, and national contexts These contexts interact in complex ways to affect the success of English language learners No one factor can explain success or failure However, we can change different aspects of these contexts to assess the affect on our English language learners to improve their chances for success
24. national and state context community and family context school context dynamic contextual interaction model
25. National and State Context National and state attitudes toward immigrants legal mandates mass media
26. Legal Mandates Despite research showing the benefits of primary language instruction, legal mandates and common-sense practice have led to ineffective programs for ELLs California, Arizona, and Massachusetts have enacted laws that result in English only instruction for English language learners This has led to school programs, such as structured English immersion, that do not develop students’ first languages. Many other states have either ESL or transitional bilingual programs that do not fully develop students’ first languages.
27. Family and Community Context Neighborhood conditions Family conditions Family education level Developmental needs
29. school facility school resources school climate student attitudes school peers level of staffing teacher attitudes teacher knowledge and skills parent involvement afterschool programs student language proficiency students’ prior schooling students’ first language and culture School Context
30. Who Are Our English Language Learners Living Between Worlds? Adequate formal schooling students Limited formal schooling students Long-term English learners Potential long-term English learners
31. Newly arrived with adequate schooling recent arrivals (less than 5 years in U.S. ) adequate schooling in native country soon catch up academically may still score low on standardized tests given in English
32. Newly Arrived with Limited Formal Schooling recent arrivals ( less than 5 years in U.S. ) interrupted or limited schooling in native country limited native language literacy below grade level in math poor academic achievement
33. Long term English learner 7 or more years in the U.S. below grade level in reading and writing mismatch between student perception of achievement and actual grades some get adequate grades but score low on tests have had ESL or bilingual instruction, but no consistent program
34. Potential Long Term English Learners students who begin their schooling speaking a language other than English K-5 parents with low levels of education parents struggling financially and/or socially
35. school facility school resources school climate student attitudes school peers level of staffing teacher attitudes teacher knowledge and skills parent involvement afterschool programs student language proficiency students’ prior schooling students’ first language and culture School Context
38. Mrs. Brown Teaching Isn’t What It Used to Be Analysis students have changed teachers don’t understand students’ languages, cultures, and values teachers struggle to communicate with parents teachers become frustrated Positive response
39. What Influences How Teachers Teach? Several factors interact to account for how teachers teach and the knowledge, skills, and attitudes they develop
42. How do people learn and how do they acquire language? The way teachers teach also depends on how they believe people learn and how they think people acquire language Different methods follow from different views of learning
43. How do people learn and how to they acquire language? “Learning and language acquisition overlap to a great extent in the sense that they are both social, contextual, and goal oriented. That is, individuals learn both content and language as they engage with others in a variety of settings to accomplish specific purposes” (Faltis and Hudelson, 1998)
44. Teacher’s Role The role of the teacher is to mediate learning for students by providing scaffolds that enable them to solve problems and carry out activities independently.
45. school facility school resources school climate student attitudes school peers level of staffing teacher attitudes teacher knowledge and skills parent involvement afterschool programs student language proficiency students’ prior schooling students’ first language and culture School Context
46. My Name is Jorge on Both Sides of the River (Medina, 1999) ¿Porqué soy tonto? En mi país Yo era listo Why am I dumb? In my country I was smart
47. Views of Bilinguals (O. García, 2009) People, including researchers, have generally taken the view that bilinguals are really two monolinguals in one person This view has led to misunderstandings about bilingual people and bilingual programs García argues that we need to see bilingualism as a dynamic process in which the two or more languages constantly interact
48. Balanced Bilinguals The reason that people think of bilinguals as being “balanced” is that they picture bilinguals as being like two monolinguals in one person. However, bilinguals are not simply the sum of two monolinguals L1 L2
49. A Holistic View of Bilinguals L1+L2 “the bilingual is an integrated whole who cannot easily be decomposed into two separate parts… he has a unique and specific linguistic configuration” Grossjean 2009
50. A holistic view of bilinguals A bilingual is like a high hurdler. She doesn’t have to jump as high as a high jumper or run as fast as a sprinter Instead, she is a unique individual with special skills
51. Dynamic Bilingualism Dynamic bilingualism -Languages interact continually Emergent bilinguals constantly access both their languages as they use them with different people in different contexts for different purposes
52. Theoretical Support for Using Both Languages in Instruction New knowledge is built on prior understandings. If those understandings were built through L1, they can best be accessed through L1 Literacy skills are interdependent, so teaching should facilitate cross-language transfer
53. Ways to Support Students’ First Languages and Cultures While They Develop English There are many ways that teachers can support and build students primary languages and cultures as their students develop English
54. Ways to use two languages together Assign bilingual pairs Arrange sister class exchanges Conduct language comparison studies to build metalinguistic awareness
57. Ways to Use Two Languages Group students heterogeneously for a writing assignment Students read in L1 and retell stories to other students in L2 Students use bilingual dictionaries as a resource or read bilingual books or books in their L1
58. Ways to Use Two Languages Students are grouped by L1 to discuss in L1 how to do homework in English Students use L1 to discuss homework with parents Students are given awards for proficiency in a non-English language
59. Ways to Use the Two Languages Together Focus on cognates (democracy, democracia)
62. school facility school resources school climate student attitudes school peers level of staffing teacher attitudes teacher knowledge and skills parent involvement afterschool programs student language proficiency students’ prior schooling students’ first language and culture School Context
63. national and state context community and family context school context dynamic contextual interaction model