THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Presented on the 3nd meeting of the multilateral school partnership Our TRESAURES in Zagreb (May, 2011)
THE TREASURES WITHIN US – TALENTS, ABILITIES, CREATIVITY, IMAGINATION – We are all talented for something but our abilities, creativity and imagination need to be discovered and developed from the childhood through our school years and education. On that path we need understanding and support from our teachers who will help us become happy and successful human beings. Regardless of whether we are talking about our general intercultural ability, specific academic talents, creative or productive thinking, leadership ability, visual and performing arts or psychomotor ability, it is of great importance that teachers and educators find ways to bring creativity to the class every day allowing us, students, to be creative and imaginative and to be able to show all our talents in their full glory. In other words, we think that once brought into the class, creativity would eventually trigger all our hidden abilities turning us all into creative learners.
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Guided ResponseReview several of your classmates’ posts and res.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program.
The four bilingual program that can benefits English Language learners are
Productive Language
- creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language. This will help students and benefit them from getting instructions
Dual-Immersion Program
– this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program
Student Characteristics
Early-Exit Students
-
ELL students are transitioned into the English instruction.
Late-Exit Students
- Students are kept in their native language as long as possible and then are transitioned in English instructions. DBE programs aim to promote high levels of academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press.
.
14 Middle School Journal November 2012linguistic ide.docxaulasnilda
14 Middle School Journal November 2012
linguistic identities are. Simply treating ELLs just like
everyone else will not close the achievement gap between
these students and their grade level peers. In an age of
differentiated instruction, middle level educators need to
be cognizant of specific reading strategies that will allow
their ELLs to achieve their true potential.
The benefits and challenges
of biliteracy
ELLs have a variety of unique characteristics that
teachers should consider when determining appropriate
instruction. Because students come to schools with
varying levels of first language proficiencies, the amount
of language instruction required varies from one student
to the next. Before instruction begins, it is essential for
teachers to gauge each student’s language proficiency
level to guide future instruction. However, when teachers
assess a student's language proficiency, it is important
for them to keep in mind that a student may sound fluent
in English when, in fact, he or she is not. According to
Cummins (1981), students have two levels of language
proficiency: “basic interpersonal communication skills
(BICS)” and “cognitive academic language proficiency
(CALP)” (p. 16). Generally, students who sound fluent
have strong social language skills (BICS) because
these skills typically develop in the first three years of
learning a new language (Watkins & Lindahl, 2010).
In social situations, such as lunch time in the cafeteria,
ELLs might have lengthy conversations in English about
Carlos (a pseudonym) moved from Guatemala to the
United States when he was in sixth grade. When Carlos
started school, his teachers expected him to speak only
in English and practice English in his Spanish-speaking
household. Carlos’s state test scores showed that, at the
end of sixth grade, he was significantly below his grade
level peers in reading. Sadly, Carlos began to state that
he hated school and wanted to move back to Guatemala.
That summer, Carlos moved again. At his new middle
school in Illinois, Carlos’s teacher allowed him to write
in Spanish while learning English content at grade level
and to read bilingual books (English and Spanish). He
also received daily small-group reading instruction that
focused on vocabulary in context and comprehension.
That year on his reading tests, Carlos’s scores grew
significantly from the year before, and his motivation to
learn became evident by the smile on his face and his
desire to excel at each task his teacher assigned.
Carlos’s story is not unique; similar educational
experiences happen to English language learners, or
ELLs, every year in the United States. According to
the U.S. Department of Education’s National Center
for Education Statistics (2010), in 2008 there were
approximately 10.9 million children in the United States
who did not speak English in their homes. Unfortunately,
today too many of the 10.9 million ELLs still receive ...
2. The use of two languages in school by students or by
teachers.
“It refers to approaches in the classroom that use the
native languages of English language learners (ELLs)
for instruction” (NABE, 2009).
Goals include teaching English, acculturating
immigrants to a new society, etc.
3. An English-only program where instruction is
provided exclusively in English.
Children with low English proficiency get
automatically put into ESL classes.
There are two different types of immersion programs:
“submersion” and “structure”.
Submersion program is also known as “sink or swim”
due to the lack of aid for children learning English.
Structure programs are better because it focuses in
helping kids develop strong vocabularies.
4. “Bilingual approaches to education were more effective
than English only immersion programs” (Williams,
2010).
Research has found that those programs that teaching
reading in the student’s native language and teach
English at the same time are the most effective.
Stephen Krashen and Jim Cummings both agree that
when material is presented to student in their native
language, they will learn faster .
5. Those who oppose bilingual education believe that the
best way for ELL students to succeed is to completely
immersing them in the English language.
Bilingual education is expensive.
Bilingual education leads to the segregation of non
English speakers.
In some areas of the country, the bilingual programs is
unpractical due to the number of different native
languages the students may speak.
6. Allows ESL students to learn the English language
faster, because they will be completely immerse in it.
Observing students will learn faster from their
teachers looking at their speaking styles and body
language during core subjects lessons
Children learn more efficiently when exposed to other
English speaking students, rather than only English
speaking authorities.
7. Students may not understand other native speakers in
classes, making him hard to socialize.
Students who doesn’t understand the English language
may have problems with the subjects exams and
exercises in classes.
English submersion poses the risk of a student
“sinking” rather than “learning to swim”.
8. Total immersion: programs on which all subjects in
the lower grades are taught in the target language.
Initial literacy is provided in the target language.
Partial Immersion: program in which about 50% of
the subjects is taught in the target language. Initial
literacy may be provided in the target language,
English or both simultaneously.
Two-way immersion: Use both English and another
language for instruction.
9. Sink or swim vs. being taught on native language
Total immersion on the English language vs. slow but
steady teaching from bilingual education.
Learning the proper way or not at all vs. having
teachers with low standards (ESL).
Having kids with low English proficiency with English
only students vs. segregating ELL students.
Integrating an English only lesson plan vs. adhering to
the students native tongues.
10.
11.
12. CAL. (2007). Foreign Language Immersion Programs
Features and Trends over 35 years.
http://www.cal.org/resources/digest/flimmersion.html
Chen, G. (2008). Full Language Immersion Programs in
Public Schools.
http://www.publicschoolreview.com/articles/25
Echevarria, J. & Graves, A. (2011). Sheltered content
instruction: Teaching English learners with diverse abilities
(4th ed.). Boston, MA: Pearson Education, Inc.
NABE. (2009). Bilingual Education.
http://www.nabe.org/BilingualEducation
