This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
Discuss the approaches of language universal.
Differentiate Standard English vs. world englishes
Determine Kachru's concentric circles
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
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[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
Discuss the approaches of language universal.
Differentiate Standard English vs. world englishes
Determine Kachru's concentric circles
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. Scope of Chapter 1
1. Characteristics of English
Learners in the 21st Century
2. Education Policy To English
Learners
3. English Learner Program Models
4. Enhancing Learning Using
Technology
4. English Learner Categories
1. ENGLISH LEARNERS (EL) – non-native
English speakers who are learning English
in school
2. LIMITED ENGLISH PROFICIENT (LEP) –
those who are beginners to intermediate
in English
Variations: English learners, English language
learners, non-native English speakers
5. 3. SECOND LANGUAGE LEARNERS –
students who are in the process of
learning English as the second language
4. LONG-TERM ENGLISH LEARNER (Olsen,
2010) – students who have lived in the
U.S. for many years, have been educated
primarily in the said country, may speak
very little of the home language, but
have not developed advanced
proficiency in English, especially
academic English.
6. EDUCATION POLICY TO ENGLISH
LEARNERS
Standards documents are generally structured
to include (Laturnau, 2003):
a. Content standards that delineate what
students should know and be able to do
b. Benchmarks that specify expected
knowledge and skills for each content
standards at different grade levels
c. Progress indicators that describe how well
students need to do to meet a given content
standards
7. 1. COMMON CORE STATE STANDARDS
– launched by the National
Governors Association for Best
Practices and the Council of Chief
State School Officers
8. 2. “A Nation At Risk” (1983)
•A national report funded by the U.S.
Congress that called for improvement in
education
•Spearheaded by the National
Commission on Excellence in Education
•Among the outcomes of the report was
the development of the NATIONAL
ASSESSMENT OF EDUCATION
PROGRESS (NAEP)
9. 3. WORLD-CLASS INSTRUCTIONAL
DESIGN AND ASSESSMENT (WIDA)
CONSORTIUM
• The program developed English
Language Proficiency Standards
which address social language and
academic language development
in the content areas
10. 4. NO CHILD LEFT BEHIND ACT OF
2011
• Federal legislation reauthorizing
the ELEMENTARY AND
SECONDARY EDUCATION ACT
(ESEA) originally passed in 1965 to
improve academic performance
among lower-achieving,
“economically disadvantaged”
students.
11. 5. ESEA TITLE VII BILINGUAL
EDUCATION ACT (1968)
• Bilingual education programs have
been developed throughout the
country, using languages such as
Spanish, Vietnamese, Chinese,
Japanese, French, and Portuguese.
In addition, bilingual programs have
served numerous American Indian
languages such as Navajo, Cherokee,
and Crow.
12. ENGLISH LEARNER PROGRAM
MODELS
• IMMERSION
–Developed in Canada in the 1960s, was
designed to teach a minority language
to native English speakers
• TWO-WAY IMMERSION or dual-language
program, which aim for bilingualism and
biliteracy for both English learners and
native English speakers
13. PROGRAM TYPE
LANGUAGE(S) OF
INSTRUCTION AND
LANGUAGE
DEVELOPMENT
GOALS
STUDENTS IN
CLASSROOM
USE OF PRIMARY
LANGUAGE
1. MAINSTREAM
or General
Education
Instruction in
English.
GOAL: English
proficiency
English
dominant and EL
K-12 students
No L1 support
provided to EL
students
2. STRUCTURED
ENGLISH
IMMERSION
Instruction in
English. ESL
instruction
provided in class
or as pull-out.
GOAL: English
proficiency
English
dominant and EL
K-12 students in
mainstream
classroom
L1 may be used
to support if
feasible
14. 3. SHELTERED
INSTRUCTION
or Specially
Designed
Academic
Instruction in
English (SDAIE)
Instruction in
English with
sheltering support
for academic
content learning
GOAL: English
proficiency for
academic use
EL students K-12 L1 may be used
for support if
feasible
4. NEWCOMER
PROGRAM
Intensive
instruction in
English for one
year or less.
Students separated
from mainstream
classrooms
GOAL: Transition to
English instruction
in sheltered or
mainstream
classroom
EL students K-12
who are recent
immigrants and
those with
interrupted
schooling
L1 support for Els
if feasible;
acculturation and
family/
community
component;
students provided
with modified
classroom
instruction and
support primarily
in English
15. 5. EARLY EXIT
TRANSITIONAL
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic content as
a bridge to English.
English used
increasingly to 2nd to
3rd grade or for 2-3
years in grades 7-12.
GOAL: Transition to
English instruction
EL students K-
12
Students taught
in both L1 and
English; transfer
to English-only
programs after
2-3 years
6. LATE EXIT
TRANSITIONAL
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic content.
English used
increasingly to 5th
or 6th grade or 4-5
years in grades 7-
12.
GOAL: Transition to
English instruction
EL students K-
12
Students
transfer to
English-only
programs after
4-6 years
16. 7. MAINTENANCE
BILINGUAL
PROGRAM
L1 used to teach
literacy and
academic
content along
with English.
GOAL: L1
maintenance and
English
proficiency
EL students
and
monolingual
English-
speaking
students K-12
Primary
language
receives
sustained focus
along with
gradual
development of
English
8. DUAL
LANGUAGE
PROGRAM
L1 used to teach
literacy and
academic content
along with English.
GOAL: Full
bilingualism and
biliteracy for social
and academic
purposes
EL students
and
monolingual
English-
speaking
students K-12
Students use
both languages
to learn
language and
academic
content in two
languages
17. ENHANCING LEARNING USING
TECHNOLOGY
Guide concepts:
1. Provide cognitive challenge and opportunities
for deep processing of meaning
2. Relate instruction to prior knowledge and
experience
3. Promote active, self-regulated, collaborative
inquiry
4. Promote extensive engaged reading and writing
across the curriculum
18. 5. Help students develop strategies for effective
reading, writing, and learning
6. Promote affective involvement and identity
investment on the part of the students
20. Scope of Chapter 2
1. Language Proficiency and
Communicative Competence
2. Language Acquisition Theories
21. Language Proficiency and
Communicative Competence
LANGUAGE PROFICIENCY
• The ability to use a language
effectively and appropriately
throughout the range of social,
personal, school, and work
situations that comprise daily living.
22. COMMUNICATIVE COMPETENCE
• (often used instead of language
proficiency) for it emphasizes that
proficient language use extends
beyond grammatical forms and
meaning to include social
conventions required for successful
communication
• knowledge of the linguistic and social
rules of communication
24. LANGUAGE ACQUISITION THEORIES
(First Language Acquisition)
THEORIES
1. BEHAVIORIST
(B.F. Skinner, Leonard
Bloom, Charles Fries)
Children learned their first language
through stimulus, response, and
reinforcement.
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
Language acquisition could any be
accounted for by an innate, biological
language acquisition device (LAD) or
system.
3.INTERACTIONIST
(M.A.K. Halliday,
Dell Hymes,
Howard Gardner)
Caregivers play a critical role in
adjusting language to facilitate the use
of innate capacities for language
acquisition
25. PERSPECTIVES
1. BEHAVIORIST
(B.F. Skinner, Leonard
Bloom, Charles Fries)
Audiolingual Method (1960) Tape-
recorded dialogues are presented for
students to memorize, followed by
pattern drills for practicing verb forms
and sentence structures
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
A. Creative Construction Theory
(1982) English language learners
creatively construct the rules of the
second language in a manner
similar to that observed in first
language acquisition
LANGUAGE ACQUISITION THEORIES
(Second Language Acquisition)
26. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
1. THE ACQUISITION/LEARNING HYPOTHESIS
• Acquisition is a natural language
development process that occurs when
the target language is used in meaningful
interactions with native speakers.
• Language Learning refers to the formal
and conscious study of language forms and
functions as explicitly taught in foreign
language classrooms
2.THE MONITOR HYPOTHESIS
• The formal study of language leads to the
development of an internal grammar
editor or monitor
27. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
3. THE NATURAL ORDER HYPOTHESIS
• Language learners acquire (rather than
learn) the rules of a language in a
predictable sequence. That is, certain
grammatical features, or morphemes, tend
to be acquired early, whereas others tend
to be acquired late.
4. THE INPUT HYPOTHESIS
• L2 acquisition is the direct result of
learners’ understanding the target
language in natural communication
situations.
28. PERSPECTIVES
2. INNATIST
(Noam Chomsky,
Eric Lenneberg,
Stephen Krashen)
B. Krashen’s Five Hypothesis (1982)
5. THE AFFECTIVE FILTER HYPOTHESIS
• The most important affective variables
favoring L2 acquisition are a low-anxiety
learning environment, student motivation
to learn the language, self-confidence, and
self-esteem.
• Krashen urges teachers not to force
production, but rather allow students a
silent period during which they can
acquire some language knowledge by
listening and understanding, as opposed
to learning through meaningless rote
drills.
29. PERSPECTIVES
3. INTERACTIONIST
(M.A.K. Halliday,
Dell Hymes,
Howard Gardner)
• They focus on the ways in which native
speakers modify their speech to try to
make themselves understand by
English-learning conversational
partners (NEGOTIATION OF
MEANING).
Editor's Notes
NAEP – A LARGE-SCALE NATIONAL ASSESSMENT PROGRAM THAT PERMITS COMPARISONS AMONG STATES ON STUDENT ACHIEVEMENT IN READING, WRITING, AND MATHEMATICS.
THE CONSORTIUM HAS ALSO DEVELOPED AN ENGLISH LANGUAGE PROFICIENCY TEST ALIGNED WITH THE STANDARDS AND ASSESSMENT TOOLS TO HELP TEACHERS AND ADMINISTRATORS BETTER SERVE ENGLISH LEARNERS
NCLB MANDATED RIGOROUS TESTING IN READING AND MATH FOR ALL STUDENTS IN GRADE 3 AND 8. IN ADDITION, STATES WERE TO ESTABLISH AND MEET “PROGRESS OBJECTIVES” DEMANDING THAT “ALL” GROUPS O STUDENTS REACH ACADEMIC PROFICIENCY WITHIN 12 YEARS.
PHILIPPINES DECS ORDER NO. 52 S. OF 1987: POLICY ON BILIGUAL EDUCATION
THE MONITOR HYPOTHESIS
3 CONDITIONS ARE NECESSARY
FOCUS ON GRAMMATICAL FORM
SUFFICIENT TIME
EXPLICIT KNOWLEDGE OF THE RULES
THE INPUT THEORY KEY ELEMENTS
LANGUAGE MUST BE UNDERSTANDABLE (COMPREHENSIBLE INPUT)
LANGUAGE SHOULD CONTAIN GRAMMATICAL STRUCTURES THAT ARE JUST A BIT BEYOND THE ACQUIRER’S CURRENT LEVEL OF L2 DEVELOPMENT OR (i+1) i = meaning input 1 = challenging level that is a bit beyond the learner’s current level of proficiency
NEGOTIATION OF MEANING
AS MEANING IS NEGOTIATED, NON-NATIVE SPEAKERS ARE ACTUALLY ABLE TO EXERT SOME CONTROL OVER THE COMMUNICATION PROCESS DURING CONVERSATIONS, THEREBY CAUSING THEIR PARTNERS TO PROVIDE INPUT THAT IS MORE COMPREHENSIBLE
THIS IS DONE BY THE NON-NATIVE SPEAKERS SHOWING CONFUSION
THEREBY COMPELING THEIR PARTNERS TO PROVIDE INPUT THAT IS COMPREHENSIBLE
- IN ADDITION, AS LEARNERS SPEAK OR WRITE IN THE NEW LANGUAGE, THEY HAVE TO ACTIVELY SELECT THE GRAMMAR, VOCABULARY, AND LINGUISTIC STYLE THAT WILL BEST EXPRESS THEIR IDEAS.