Speaking at the 2015 CCIH Annual Conference, Paul Frank, Executive Director of SIL LEAD, explained the organization's program to improve literacy and education in developing nations by helping children learn to read in their native languages.
The Hill Early Literacy Program (HELP) is a preschool curriculum developed by The Hill Center to help 3-4 year olds develop pre-reading skills. It is based on decades of research showing early literacy experiences are important for later school achievement. An evaluation of HELP found that preschoolers who received the curriculum improved their literacy skills like vocabulary and phonological awareness at the expected or higher rates compared to national averages, showing the program's effectiveness.
The document outlines a plan to make a kindergarten institution bilingual by January 2017. It discusses focusing on four objectives: faculty, curriculum, resources, and parents' engagement. For faculty, teachers will be trained in the target language through classes taught 3 times per week. The curriculum will use the target language for at least 50% of communication and promote various skills. Resources will include improving teachers' language skills, hiring an English teacher, and adapting classrooms with technology. Parents will be engaged through meetings, progress updates, and information about the bilingual program. The goal is to prepare children for a competitive world with bilingual education and innovation.
1. The document discusses improving the quality of primary education in India. It notes that the quality of primary education is poor, with students unable to read, write, or do basic math even after completing primary school.
2. It analyzes factors contributing to low learning outcomes, such as inadequate school infrastructure, high student-teacher ratios, untrained teachers, and lack of teaching aids. It also discusses challenges like the non-use of local languages and irregular teacher attendance.
3. The document proposes solutions like strengthening teacher training, reforming exams, increasing access to schools in remote areas, optimizing student-teacher ratios, developing infrastructure, and engaging local communities to improve monitoring. It emphasizes the need for early childhood
This document summarizes an action research project that evaluated the effects of a computer software program called Imagine Learning English (ILE) on student motivation and behavior towards reading. The study was conducted with 27 first grade students at a Hawaiian elementary school. ILE supplemented classroom reading instruction and students used it for 20 minutes per session. Data collected through observations, student reflections, and ILE-generated reports found that ILE helped most students become proficient in key reading areas. Student reflections also indicated a favorable attitude towards both reading and using ILE.
Asha works to provide education to underprivileged children in India through funding various projects. It has over 1000 volunteers and has distributed around $25 million to 800 projects since 2011. The funds are used for student and school supplies, teacher salaries, and more. Asha is unique in being 100% volunteer run and transparent, with close connections to project partners and long-term involvement. It supports schools in tribal and urban areas, improves government schools, runs children's homes, and helps especially vulnerable groups through education, teacher training, and encouraging learning and creativity.
The document summarizes the Complementary Basic Education (CBE) program in Ghana that aims to increase access to education for out-of-school youth between 8-14 years old. It discusses that while Ghana has high primary school enrollment, there remain many children not in school. The CBE program uses local languages and flexible hours to provide literacy and numeracy training to over 200,000 youth over 2012-2018. World Education implements CBE in six districts, enrolling over 10,000 students between 2013-2016 and transitioning over 70% to formal schools. While achieving success, challenges remain regarding infrastructure, remote communities, and sustaining community and stakeholder support.
A survey of 10 people found mostly positive views about education in the future. Most respondents believed that schools and teachers will still be needed in the next decade, though opinions were split on whether books will continue to be used as technology advances. Overall, the group thought that education will improve in the future.
The document discusses how school activities and partnerships with international schools can help develop 21st century skills for students in Indonesia. It provides examples of successful partnership projects between Indonesian schools and schools in other countries, including partnerships focused on games, marine science, and rivers. These projects helped students develop skills in creative and critical thinking, communication, collaboration, and lifelong learning. Both students and teachers reported benefits from involvement in these international partnership projects.
The Hill Early Literacy Program (HELP) is a preschool curriculum developed by The Hill Center to help 3-4 year olds develop pre-reading skills. It is based on decades of research showing early literacy experiences are important for later school achievement. An evaluation of HELP found that preschoolers who received the curriculum improved their literacy skills like vocabulary and phonological awareness at the expected or higher rates compared to national averages, showing the program's effectiveness.
The document outlines a plan to make a kindergarten institution bilingual by January 2017. It discusses focusing on four objectives: faculty, curriculum, resources, and parents' engagement. For faculty, teachers will be trained in the target language through classes taught 3 times per week. The curriculum will use the target language for at least 50% of communication and promote various skills. Resources will include improving teachers' language skills, hiring an English teacher, and adapting classrooms with technology. Parents will be engaged through meetings, progress updates, and information about the bilingual program. The goal is to prepare children for a competitive world with bilingual education and innovation.
1. The document discusses improving the quality of primary education in India. It notes that the quality of primary education is poor, with students unable to read, write, or do basic math even after completing primary school.
2. It analyzes factors contributing to low learning outcomes, such as inadequate school infrastructure, high student-teacher ratios, untrained teachers, and lack of teaching aids. It also discusses challenges like the non-use of local languages and irregular teacher attendance.
3. The document proposes solutions like strengthening teacher training, reforming exams, increasing access to schools in remote areas, optimizing student-teacher ratios, developing infrastructure, and engaging local communities to improve monitoring. It emphasizes the need for early childhood
This document summarizes an action research project that evaluated the effects of a computer software program called Imagine Learning English (ILE) on student motivation and behavior towards reading. The study was conducted with 27 first grade students at a Hawaiian elementary school. ILE supplemented classroom reading instruction and students used it for 20 minutes per session. Data collected through observations, student reflections, and ILE-generated reports found that ILE helped most students become proficient in key reading areas. Student reflections also indicated a favorable attitude towards both reading and using ILE.
Asha works to provide education to underprivileged children in India through funding various projects. It has over 1000 volunteers and has distributed around $25 million to 800 projects since 2011. The funds are used for student and school supplies, teacher salaries, and more. Asha is unique in being 100% volunteer run and transparent, with close connections to project partners and long-term involvement. It supports schools in tribal and urban areas, improves government schools, runs children's homes, and helps especially vulnerable groups through education, teacher training, and encouraging learning and creativity.
The document summarizes the Complementary Basic Education (CBE) program in Ghana that aims to increase access to education for out-of-school youth between 8-14 years old. It discusses that while Ghana has high primary school enrollment, there remain many children not in school. The CBE program uses local languages and flexible hours to provide literacy and numeracy training to over 200,000 youth over 2012-2018. World Education implements CBE in six districts, enrolling over 10,000 students between 2013-2016 and transitioning over 70% to formal schools. While achieving success, challenges remain regarding infrastructure, remote communities, and sustaining community and stakeholder support.
A survey of 10 people found mostly positive views about education in the future. Most respondents believed that schools and teachers will still be needed in the next decade, though opinions were split on whether books will continue to be used as technology advances. Overall, the group thought that education will improve in the future.
The document discusses how school activities and partnerships with international schools can help develop 21st century skills for students in Indonesia. It provides examples of successful partnership projects between Indonesian schools and schools in other countries, including partnerships focused on games, marine science, and rivers. These projects helped students develop skills in creative and critical thinking, communication, collaboration, and lifelong learning. Both students and teachers reported benefits from involvement in these international partnership projects.
1) Bachpan Bachao is a student-run NGO formed to impart value-based education to children in government schools and improve education quality.
2) The NGO focuses on addressing illiteracy in India through three main programs: providing books, stocking small libraries with storybooks and comics, and offering voluntary teaching classes in personality development, art, and academics.
3) Interventions are also needed to develop "good schools" in rural communities through infrastructure assistance, teacher training, and extracurricular activities to broaden student horizons.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown in popularity over 35 years and show students perform equally or better on standardized tests with no known drawbacks.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown rapidly over 35 years and show benefits for learning with no known drawbacks.
Asha for Education is a non-profit organization focused on education that was founded in 1995 in Boston by students from India. It supports over 10,000 students across 60 projects in India. This document provides updates on several of Asha's current projects, including:
1) The Vigyan Vahini project which uses a mobile science lab and kits to bring hands-on science experiments to schools that lack proper labs.
2) The Kamalakar Memorial Trust project which partners with Pratham to provide teacher training and materials to help reduce learning deficits for students in classes 6-7.
3) Ways for readers to get involved with and support the work of Asha through donations, volunteering
Kids Read is a reading program that began in the Middle East and North Africa to motivate children to read both in and out of the classroom. It has since expanded to other regions. The program provides schools with collections of children's books, teacher training in reading strategies, and student reading competitions. It aims to establish good reading habits in children and expose them to other cultures. Kids Read is supported by grants from HSBC Bank and involves volunteers, schools, ministries of education, parents and communities. To date it has benefitted over 50,000 children across 200 schools in 13 countries.
The document outlines a presentation on developing strategies to address the gender gap in literacy proficiency. It finds that boys often underperform girls in reading and writing due to factors in the home, school, and male gender identities. The presentation details research on the issue internationally and nationally and at a specific school. It then describes barriers to boys' reading and actions taken to address them, such as providing attractive texts, emphasizing the benefits of reading, and encouraging father involvement. Finally, it discusses the accelerated reader program and risks of only focusing on boys' reading.
The survey asked 10 people about the future of education. Most believed education will remain important next century and that schools will improve, as over half thought schools will be better places in the future without books. They also thought computers could help people learn multiple languages by speaking a shared computer language. Opinions varied on using computers for learning, with less than half anticipating that.
The No Child Left Behind Act (NCLB) was passed in 2001 to increase accountability and improve public education outcomes, requiring annual student testing in reading and math with the goal of all students reaching proficiency by 2014. It affects teachers and students in grades K-12 and aims to promote equal education opportunities, but has been controversial with both positive and negative impacts debated. While it increased accountability and parental involvement, critics argue it led schools to focus too narrowly on test preparation and limited curriculum flexibility.
Exploring strategies for participation of all childrenCandKAus
The document summarizes strategies for early childhood education programs in Canada and the US that promote participation of Indigenous children. It describes several programs that incorporate Indigenous culture and language, elder involvement, traditional foods, multi-age grouping, and community support. These programs aim to strengthen education, health, nutrition, and family involvement through a culturally-focused approach.
This document provides an overview of Finland's education system through a series of slides from a 2011 reform symposium. It discusses the history and structure of basic education in Finland including the transition to a comprehensive nine-year school system in the 1970s. It highlights key aspects of the Finnish approach such as highly qualified teachers, student-centered active learning, autonomy for teachers, and a focus on equal opportunities and life-long learning. The document also notes both strengths like university-level teacher education and threats such as potential issues keeping up with technology.
The document discusses the results of a survey on education in the future. Most respondents thought teachers would still be needed but some believed computers could teach children. Respondents had mixed views on book usage, with over half predicting books would not be used as much in the future. Overall, many felt education would be good in the future as computers become more integrated into daily life.
Challenges and opportunities in developing global citizensBarlin Kesuma
This document discusses school activities and programs that can help develop 21st century skills for students. It provides examples of partnerships between schools in different countries through an online platform. These partnerships allow students to work on collaborative projects, learn about other cultures, and develop skills in communication, creativity, and digital literacy. Teachers saw improvements in students' English abilities and comfort with technology from participating. Most students and teachers found value in the international partnerships and experiencing other perspectives. Suggestions were made to provide teacher training and involve whole-school communities in similar programs going forward.
Most people surveyed believe that in the future children will still go to school, but fewer will walk there and about half think public transport will still be used. Less than half think children will use computers, tablets, or virtual books instead of physical books in the next decade. The group had differing views on teachers, with most believing teachers will no longer be needed due to holograms, but some think the same subjects will still be studied. Overall, most think education in the future will be better, while one or two believe it will be worse.
This Power Point presentation outlines the educational offerings of The Expedition School. This school is a proposed charter school serving grades K-8 in Hillsborough, NC.
A survey of 10 people found that most believe education will continue to exist in the future, with over half thinking children will still attend school. While opinions varied on teachers and subjects, most agreed that education is crucial to prepare students and humanity for whatever challenges may come. Less than half thought books would still be used widely in the next 10 years.
Group 2's project is on Save the Children, an organization that has worked to assist children in Bangladesh since 1970. It discusses some of Save the Children's key education projects in Bangladesh, focusing on the Reading Enhancement for Advancing Development (READ) project. The READ project aims to improve early grade reading skills and has reached over 1.5 million children across 5,112 schools. It outlines the project's objectives, focal areas, achievements which include training teachers and distributing materials, and ongoing challenges around ensuring long-term improvements to reading skills.
A survey of 10 people was conducted about education in the future. While opinions differed, most were positive about future education and believed computers would be used for learning. Some thought school would no longer be necessary and teachers would not be needed, while others thought studying different subjects than today would be required in the future.
Distance learning programs allow students to maintain consistent enrollment in an accredited school no matter where they live internationally. They can take their education with them across borders and oceans. Distance learning provides opportunities for meaningful relationships between students and teachers through online collaboration. It prepares students for college through rigorous academic programs while living abroad or in transition between locations. Laurel Springs School is highlighted as an example of a premier K-12 distance learning program that offers individualized support and flexible options.
Researchers Laili Farhana bt. Md Ibharim and Kavitha a/p Balrajo developed a multimodal application to teach English and Malay languages to children ages 4 to 6. Their study aimed to compare the effectiveness of a multimodal approach using multiple modes like visual, audio, text versus current technology approaches in helping children learn multiple languages. They designed a new application to measure if this method could improve children's computer literacy and language acquisition.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
Effect of Using l1in the englishclassroom Muhmmad Asif
This document outlines a research study on the effectiveness of using students' first language (L1) as a teaching tool in English primary level classrooms in Pakistan. The study involved observing English classes, distributing questionnaires to students and teachers, and interviewing teachers. Classroom observations showed that teachers used L1 most often to explain word meanings, and to a lesser extent for instructions, explanations, and grammar rules. Questionnaires aimed to understand student and teacher attitudes towards L1 use. Interviews explored how teachers view criticisms of L1 reducing English exposure. The data was analyzed and presented in tables. The purpose was to determine if L1 is an effective teaching apparatus at the primary level in Pakistan.
The document discusses the use of students' first language (L1) in the English as a second language (L2) classroom. It explores how identity and emotions are linked to L1 and examines approaches like the direct method that aim to recreate naturalistic L2 acquisition but have limitations. The document advocates for constructive L1 use like translation and comparisons. Student reflections show L1 helps comprehension and vocabulary learning. While sole use of direct method is impossible, teachers should be adaptable and consider positive L1 use depending on student needs.
1) Bachpan Bachao is a student-run NGO formed to impart value-based education to children in government schools and improve education quality.
2) The NGO focuses on addressing illiteracy in India through three main programs: providing books, stocking small libraries with storybooks and comics, and offering voluntary teaching classes in personality development, art, and academics.
3) Interventions are also needed to develop "good schools" in rural communities through infrastructure assistance, teacher training, and extracurricular activities to broaden student horizons.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown in popularity over 35 years and show students perform equally or better on standardized tests with no known drawbacks.
An immersion school incorporates a foreign language into everyday classroom activities, teaching, and learning. Students learn subject material through the medium of a foreign language rather than English. The most common immersion languages are Spanish, French, and Cantonese. Students follow the same curriculum as non-immersion students using visuals, songs, and gestures to aid understanding. It takes 2-3 years for children to become fluent in an immersion program without negatively impacting their English development. Immersion schools have grown rapidly over 35 years and show benefits for learning with no known drawbacks.
Asha for Education is a non-profit organization focused on education that was founded in 1995 in Boston by students from India. It supports over 10,000 students across 60 projects in India. This document provides updates on several of Asha's current projects, including:
1) The Vigyan Vahini project which uses a mobile science lab and kits to bring hands-on science experiments to schools that lack proper labs.
2) The Kamalakar Memorial Trust project which partners with Pratham to provide teacher training and materials to help reduce learning deficits for students in classes 6-7.
3) Ways for readers to get involved with and support the work of Asha through donations, volunteering
Kids Read is a reading program that began in the Middle East and North Africa to motivate children to read both in and out of the classroom. It has since expanded to other regions. The program provides schools with collections of children's books, teacher training in reading strategies, and student reading competitions. It aims to establish good reading habits in children and expose them to other cultures. Kids Read is supported by grants from HSBC Bank and involves volunteers, schools, ministries of education, parents and communities. To date it has benefitted over 50,000 children across 200 schools in 13 countries.
The document outlines a presentation on developing strategies to address the gender gap in literacy proficiency. It finds that boys often underperform girls in reading and writing due to factors in the home, school, and male gender identities. The presentation details research on the issue internationally and nationally and at a specific school. It then describes barriers to boys' reading and actions taken to address them, such as providing attractive texts, emphasizing the benefits of reading, and encouraging father involvement. Finally, it discusses the accelerated reader program and risks of only focusing on boys' reading.
The survey asked 10 people about the future of education. Most believed education will remain important next century and that schools will improve, as over half thought schools will be better places in the future without books. They also thought computers could help people learn multiple languages by speaking a shared computer language. Opinions varied on using computers for learning, with less than half anticipating that.
The No Child Left Behind Act (NCLB) was passed in 2001 to increase accountability and improve public education outcomes, requiring annual student testing in reading and math with the goal of all students reaching proficiency by 2014. It affects teachers and students in grades K-12 and aims to promote equal education opportunities, but has been controversial with both positive and negative impacts debated. While it increased accountability and parental involvement, critics argue it led schools to focus too narrowly on test preparation and limited curriculum flexibility.
Exploring strategies for participation of all childrenCandKAus
The document summarizes strategies for early childhood education programs in Canada and the US that promote participation of Indigenous children. It describes several programs that incorporate Indigenous culture and language, elder involvement, traditional foods, multi-age grouping, and community support. These programs aim to strengthen education, health, nutrition, and family involvement through a culturally-focused approach.
This document provides an overview of Finland's education system through a series of slides from a 2011 reform symposium. It discusses the history and structure of basic education in Finland including the transition to a comprehensive nine-year school system in the 1970s. It highlights key aspects of the Finnish approach such as highly qualified teachers, student-centered active learning, autonomy for teachers, and a focus on equal opportunities and life-long learning. The document also notes both strengths like university-level teacher education and threats such as potential issues keeping up with technology.
The document discusses the results of a survey on education in the future. Most respondents thought teachers would still be needed but some believed computers could teach children. Respondents had mixed views on book usage, with over half predicting books would not be used as much in the future. Overall, many felt education would be good in the future as computers become more integrated into daily life.
Challenges and opportunities in developing global citizensBarlin Kesuma
This document discusses school activities and programs that can help develop 21st century skills for students. It provides examples of partnerships between schools in different countries through an online platform. These partnerships allow students to work on collaborative projects, learn about other cultures, and develop skills in communication, creativity, and digital literacy. Teachers saw improvements in students' English abilities and comfort with technology from participating. Most students and teachers found value in the international partnerships and experiencing other perspectives. Suggestions were made to provide teacher training and involve whole-school communities in similar programs going forward.
Most people surveyed believe that in the future children will still go to school, but fewer will walk there and about half think public transport will still be used. Less than half think children will use computers, tablets, or virtual books instead of physical books in the next decade. The group had differing views on teachers, with most believing teachers will no longer be needed due to holograms, but some think the same subjects will still be studied. Overall, most think education in the future will be better, while one or two believe it will be worse.
This Power Point presentation outlines the educational offerings of The Expedition School. This school is a proposed charter school serving grades K-8 in Hillsborough, NC.
A survey of 10 people found that most believe education will continue to exist in the future, with over half thinking children will still attend school. While opinions varied on teachers and subjects, most agreed that education is crucial to prepare students and humanity for whatever challenges may come. Less than half thought books would still be used widely in the next 10 years.
Group 2's project is on Save the Children, an organization that has worked to assist children in Bangladesh since 1970. It discusses some of Save the Children's key education projects in Bangladesh, focusing on the Reading Enhancement for Advancing Development (READ) project. The READ project aims to improve early grade reading skills and has reached over 1.5 million children across 5,112 schools. It outlines the project's objectives, focal areas, achievements which include training teachers and distributing materials, and ongoing challenges around ensuring long-term improvements to reading skills.
A survey of 10 people was conducted about education in the future. While opinions differed, most were positive about future education and believed computers would be used for learning. Some thought school would no longer be necessary and teachers would not be needed, while others thought studying different subjects than today would be required in the future.
Distance learning programs allow students to maintain consistent enrollment in an accredited school no matter where they live internationally. They can take their education with them across borders and oceans. Distance learning provides opportunities for meaningful relationships between students and teachers through online collaboration. It prepares students for college through rigorous academic programs while living abroad or in transition between locations. Laurel Springs School is highlighted as an example of a premier K-12 distance learning program that offers individualized support and flexible options.
Researchers Laili Farhana bt. Md Ibharim and Kavitha a/p Balrajo developed a multimodal application to teach English and Malay languages to children ages 4 to 6. Their study aimed to compare the effectiveness of a multimodal approach using multiple modes like visual, audio, text versus current technology approaches in helping children learn multiple languages. They designed a new application to measure if this method could improve children's computer literacy and language acquisition.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
Effect of Using l1in the englishclassroom Muhmmad Asif
This document outlines a research study on the effectiveness of using students' first language (L1) as a teaching tool in English primary level classrooms in Pakistan. The study involved observing English classes, distributing questionnaires to students and teachers, and interviewing teachers. Classroom observations showed that teachers used L1 most often to explain word meanings, and to a lesser extent for instructions, explanations, and grammar rules. Questionnaires aimed to understand student and teacher attitudes towards L1 use. Interviews explored how teachers view criticisms of L1 reducing English exposure. The data was analyzed and presented in tables. The purpose was to determine if L1 is an effective teaching apparatus at the primary level in Pakistan.
The document discusses the use of students' first language (L1) in the English as a second language (L2) classroom. It explores how identity and emotions are linked to L1 and examines approaches like the direct method that aim to recreate naturalistic L2 acquisition but have limitations. The document advocates for constructive L1 use like translation and comparisons. Student reflections show L1 helps comprehension and vocabulary learning. While sole use of direct method is impossible, teachers should be adaptable and consider positive L1 use depending on student needs.
Use of l1 at primary level in l2 learning class roommuhammad asif
This study investigated the use of students' first language (L1) in primary-level English classrooms in Pakistan. Classroom observations and teacher/student questionnaires found that L1 was used occasionally to explain difficult words, concepts, and grammar. Both teachers and students viewed the limited use of L1 as helpful rather than detrimental to learning English. The study concluded that judicious use of L1 can assist the teaching and learning process without reducing English exposure.
This document discusses the debate around using students' first language (L1) in the second language (L2) classroom. It outlines the history of approaches to L1 use over time, from bilingual methods to monolingual ones. While the dominant approach remains monolingual, the document discusses reasons both for and against strategic use of L1. It presents findings on the varying amounts of L1 used in classrooms and considers principles for its appropriate functions. The document raises questions about optimal L1 use and aims to stimulate discussion on balancing L1 and L2 in the multilingual classroom.
K to 12 Grade 3 LAPG DRY RUN - 1 with EDQ LiGhT ArOhL
This document contains an exam questionnaire for students in Grade 3. It asks students questions about problems affecting their studies, preschool experience, reading materials at home, technology available, classes, remedial instruction, teaching methods, family size, family income, academic support, and teaching strategies used by English teachers. The purpose is to gather descriptive information about examinees.
The role of L1 on second language acquisitionRonglin Yao
The document discusses the important role that a learner's first language (L1) plays in their second language (L2) development. It argues that L1 plays the most important role in the early stages of L2 learning, particularly in vocabulary learning and literacy development like reading and writing. Many SLA researchers and academics have found through extensive research that L1 has a necessary and facilitating role in L2 development by helping learners make meaning, communicate ideas, and scaffold their learning of the new language. The document concludes that L1 is an important resource for L2 learners, especially at the beginning stages as they rely heavily on their existing L1 skills and knowledge to assist in acquiring the new language.
This document contains a collection of quotes and poems about love, loss, memories, and the enduring connection between those who have passed away and their loved ones left behind. The quotes express how the memory and guiding influence of a loved one can provide comfort and remain long after they are gone. Dedicated to Lissa Perea and her children, the collection celebrates an eternal bond of love that transcends death.
Speaking at the 2015 CCIH Annual Conference, Allison Flynn, MPH, Health Advisor, World Relief shares a World Relief program to mentor girls aged 10 to 14 in Rwanda to facilitate a healthy transition to adulthood.
Speaking at the 2015 CCIH Annual Conference, Jason Fileta, Director, Micah Challenge US, discusses the Biblical case for advocating for the marginalized and those facing extreme poverty.
Speaking at the 2015 CCIH Annual Conference, Charles Franzén, Country Director, Democratic Republic of Congo, World Relief makes the case for why the church is well positioned to address poverty in DRC and discusses World Relief's work to lift people out of poverty.
Speaking at the 2015 CCIH Annual Conference, Adrian Kerrigan, Senior Vice President, Partnerships for Catholic Medical Mission Board explores the organizations partnerships with local communities and governments to improve health and well-being and examines what makes a partnership successful.
This breakout session at the CCIH 2015 Annual Conference explores SANRU, on of the first major health systems building projects funded following Alma Ata, and perhaps the only, or one of the few to be managed through a faith-based network. The project brings healthcare to millions in the Democratic Republic of the Congo.
The document provides information about Imara-Women Empowerment Foundation (IWEF), a non-governmental organization in the Democratic Republic of Congo that aims to empower women and address issues they face. IWEF was created by Viviane Furaha to help Congolese women overcome vulnerabilities by promoting their rights, development, and participation in society. The organization targets impoverished women, survivors of sexual violence, those living with HIV/AIDS, in rural areas, with disabilities, single mothers rejected by families, and illiterate women. IWEF's goals are to advocate for equality, help women gain awareness of their rights, and support their socioeconomic development and stability through various community projects.
Dr. Samuel Mwenda of the Christian Health Association of Kenya discusses the unique holistic aspect of church-based health systems, how public-private partnerships function in Kenya to deliver healthcare, and challenges faced by faith-based health services.
Ending extreme poverty requires advocacy to empower the powerless and make power structures accountable to the people. Advocacy helps wake people from complacency, forces aid workers to empower the poor, and creates a culture of accountability. It is central to development by liberating people's minds from constraints, critically examining problems, and preventing inaction. Collectively, advocates must pray for impact, maintain high integrity, and ensure development includes advocacy funding to start making changes today.
Speaking at the CCIH Annual Conference in 2015, Dr. Tonny Tumwesigye of the Uganda Protestant Medical Bureau (UPMB) describes the organization's contribution to ending extreme poverty in Uganda through providing a significant amount of the nation's healthcare. He also addresses the challenges the organization faces and makes recommendations on how to scale up healthcare in the nation.
Speaking at the 2015 CCIH Annual Conference, Dr. Larry Sthreshley, Country Director for Democratic Republic of Congo, IMA World Health examined the situation for women in DRC and how gender inequities have a negative impact on their health. He also shared IMA World Health's work to improve the lives of women by addressing domestic and sexual violence, poor sanitation and other factors harming women.
The Influence of Mother Tongue in Learning EnglishUCsanatadharma
This document summarizes an undergraduate conference on English language teaching, linguistics, and literature in 3 parts. The background discusses English as a global language and how a learner's mother tongue can influence English. The findings analyze how sentence structure and pronunciation in the mother tongue of Spanish, German, French, Javanese, Bataknese and Papuan languages influence English. The conclusion recommends expanding language knowledge and stresses being proud of one's accent as long as it is understood.
This document discusses similarities and differences between first (L1) and second (L2) language acquisition. Both involve constructing language from prior knowledge, being active learners who test hypotheses, and requiring interaction. However, L2 learners are generally more cognitively developed, have greater control over input, and may face issues with attitude or motivation not present for L1 learners. Younger L2 learners are argued to acquire language in a manner similar to L1 learners, while older learners have strategies and L1 knowledge to support acquisition. Proficiency involves mastery of various competencies, and can take years to develop depending on the skill. Learners progress through various stages of acquisition from comprehension to flu
Technical Presentation: Child Development, Health, and NutritionUSAIDPCM
This document discusses making schooling more meaningful through early reading instruction in children's mother tongue. It notes low literacy achievement in Uganda and cites evidence that learning to read first in a familiar language improves reading abilities. The School Health and Reading Program showed gains where systematic mother tongue instruction was used, with students performing better on reading comprehension tests in both their native and second languages. The document argues the government should institutionalize these gains by training teachers, providing reading materials, and supporting early grade reading practices.
This document summarizes research on the impact and challenges of mother-tongue based multilingual education (MTB-MLE) programs in Northwestern Pakistan. The research found that students in MTB-MLE programs performed better in English tests compared to students educated only in Urdu or English. Interviews revealed parents and teachers noticing academic and social benefits from MTB-MLE. However, challenges included resistance from policymakers who prioritize English, lack of funding, and difficulties supporting many local languages. The researcher calls for more formal studies on MTB-MLE's impacts and how to address societal attitudes challenging its expansion.
Global Footprint and Long-Term Engagement;
Community Engagement and Local Partnerships;
Scale and Sustainability;
Diversified and Engaged Funding Base;
TIME Asia's Heroes Award
Library of Congress Literacy Award, Rubenstein Prize: 2014
Great Nonprofits Top-Rated Award: 2013, 2014
The Global Journal's “Top 100 NGOs”: 2012 & 2013.
(UNESCO) Confucius Prize for Literacy: 2011.
To transform the lives of millions of children in Asia & Africa (developning country);
To establish gender equality in education;
To develop literacy skill;
To create a habit of reading among primary school children;
To ensure girls have the skills & support needed to complete their secondary education;
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document discusses enhancing the quality of primary education in India. It notes that while primary education enrollment rates have increased, reaching universal primary education by 2015 will require faster progress. Quality of education is also a major concern. Successful qualitative reforms require giving prime attention to teaching quality, strong government leadership, societal involvement, and consistent policy over time. The document outlines factors that impact education quality both inside and outside the classroom, such as pedagogical practices, curriculum, resources, governance, and equity.
PPP May 19th for visting teachers and for Krashenbmb345
This document discusses the importance of mother tongue development in international schools. It summarizes research showing that rejecting a student's home language can negatively impact their identity, self-esteem, and academic achievement. The document advocates for a three-program model that provides English immersion, mother tongue support to aid comprehension, and cultural awareness programs. It describes how the International School of Stuttgart implements this approach through mother tongue classes, collaboration between teachers, and efforts to integrate home languages into the curriculum and make them visible throughout the school. The goal is to help students make connections between their mother tongue and English to facilitate language learning and access the curriculum.
challenges-in-multilingual-education- by Dr Mahendra Kumar Mishra MahendraMishra20
INdian states confront with using mother tongue of the children in monolingual schools. The challenges in using mother tongue in such schools have been discussed in this presentation.
National Education Policy in india 2020Chirag Patel
The document summarizes key aspects of India's National Education Policy 2020, which aims to transform the country's education system. It outlines the vision, objectives, principles, and expected outcomes of the policy. It also provides overviews of the restructured school and higher education systems under NEP 2020, including changes to curriculum, assessment, inclusion, technology, and teacher education. The policy aims to provide equitable access to high-quality education for all learners.
This document outlines Leonie Rowan's plan to promote literacy at Lillydale Primary School in Australia. She will focus on developing students' "powerful literacy" using the four resources model of reading. Specifically, she will address understanding social contexts, distinguishing opinions from facts, and text complexity. Her strategies include explicit teaching about expertise and having students research blogs to become "experts" in topics. The goal is for all students to feel powerfully literate by participating fully in school and community.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
The Newfoundland and Labrador Laubach Literacy Council (NLLLC) is a non-profit organization that has been serving Newfoundland and Labrador since 1986 through volunteer-driven and staff-supported programs. The NLLLC recruits and trains tutors to work one-on-one with learners to improve basic literacy skills like reading, writing, and numeracy. Survey results show over 50% of the province's population scores in the two lowest literacy levels, highlighting the need for the NLLLC's programs that develop tailored solutions to meet learners' needs.
Starting on track_to_career_and_college_readinessalester1025
Slides from my presentation at Assemblywoman Barbara Clark's Career & College Readiness Education Workshop at the NYS Black, Puerto Rican, Hispanic and Asian Legislative Caucus, February 2011. The presentation can be found at: http://bit.ly/P9o1vv
Jolly Futures provides literacy education in schools across sub-Saharan Africa and South Asia using a synthetic phonics method to teach English reading and writing. They deliver free teacher training and materials to government schools, and work closely with governments to implement pilots and scale nationally to improve literacy levels. Since 2005, Jolly Futures has reached over 1 million children across 10 countries in Africa and Asia.
(1) Family literacy refers to ways families develop and use literacy skills together such as reading books, playing word games, singing, writing letters, and surfing the internet. (2) The presentation discusses the four components of successful family literacy programs: adult education, children's education, parent-child interactive literacy activities, and parent time. (3) Research shows that engaging in early literacy activities at home better prepares children for school success.
The document discusses priorities for Scottish primary schools, including improving consistency in teacher judgement of CfE levels, closing attainment gaps, and the importance of school leadership and parental engagement in achieving excellence and equity for all students. Standardized assessments and moderation within and across schools are seen as important ways to improve consistency, while literacy interventions and developing student self-belief are highlighted as means of reducing attainment gaps.
Differences in learners based on socio-cultural contexts:
Impact of home language of learners’ and language of instruction, the impact of differential ‘cultural capital’ of learners
Similar to CCIH 2015 Paul Frank Opening Plenary (20)
The document provides an overview of various organizational development concepts such as strategic planning, operational planning, governance, mission and vision statements, resource development, and human resources management. It discusses the purpose and components of strategic and operational planning, the importance of governance structures, how to develop mission and vision statements, and considerations for resource development and human resources management. The overall document serves as a useful reference for understanding different aspects of organizational capacity assessment and development.
This tool guides organizations through a capacity assessment, which will help local organizations assess and strengthen their institutional capacity and be able to compete for and secure international funding. Areas of assessment include governance, administration, human resource management, financial management, organizational management, and program management.
This presentation explores USAID's efforts to accelerate progress to end Tuberculosis (TB), the Global Accelerator to End TB, and how the agency is working with local organizations to fight TB.
The New Partnerships Initiative (NPI) aims to diversify USAID's partner base by engaging new and underutilized local partners, especially locally established organizations, through various partnership approaches. NPI prioritizes programs that show measurable impact and incentivize reform. It allows bureaus and missions to choose partnering approaches and target multiple types of organizations. NPI will provide direct awards and sub-awards to new/underutilized local partners, including locally established partners, and direct awards to partners who can leverage private/non-USG funding. It innovates in assistance approaches and award types to lower barriers and promote co-design with partners. NPI is currently finalizing demonstration projects in various countries and regions including
Dr. Monique Wubbenhorst, Deputy Assistant Administrator, Bureau for Global Health, USAID covers the agency's mission and how they address treatment and prevention of disease, with a focus on strengthening partnerships with faith-based organizations.
This presentation covers the USAID Office of Maternal, Child Health and Nutrition; the Office of Health Systems; Office of Population and Reproductive Health; and the Center for Innovation and Impact.
USAID's Dianna Lightfoot explores examples of successful faith-based organization partnerships with USAID and shares resources to help organizations partner with USAID.
This document provides information about various initiatives at the United States Agency for International Development (USAID). It discusses USAID's Journey to Self-Reliance, Transformation, and New Partnerships Initiative. It also summarizes USAID's policy on working with religious organizations, stating that religious groups are eligible for funding, selection cannot be based on religious affiliation, and funds cannot support explicitly religious activities like worship. The document directs the reader to USAID's website for more information on these topics.
This document discusses embedding care into health systems through the Strive to Thrive initiative. The initiative developed a rapid assessment tool to evaluate six areas (clinic services, health workers, supplies, health data, financing, and governance) as well as care, connection to the health system, and community involvement. Assessments have been conducted at over 20 sites. The dashboard measures care through questions about respecting patient rights, listening to concerns, and satisfaction with quality and privacy of services. Americares also embeds care by protecting health workers, providing mental health support, and addressing gender-based violence.
In this interactive session, known as a Flash Presentation, speakers gave a brief PowerPoint presentation followed by a poster session and Q&A. Speakers included Lebo Mothae, Mpub, Executive Director, Christian Health Association of Lesotho; Generose Mulokozi, PhD, ASTUTE Team Leader, IMA World Health; Wilma Mui, MPH, Program Associate, World Faiths Development Dialogue; Norest Hama, MSc, Health Technical Manager, World Vision International Zimbabwe; and Simon Ssentongo, BS Econ and Stats, Uganda Protestant Medical Bureau.
In recognition of World AIDS Day, 2018, Vice President Pence announced that the United States government, through PEPFAR, will invest $100 million to address key gaps toward achieving HIV epidemic control and ensuring justice for children, including by leveraging the unique capacities and compassion of faith-based organizations and communities. CDC's Susan Hillis covers PEPFAR's Faith and Community Initiative to make this achievable.
Deborah Kaliel of PEPFAR shares the program's achievements in getting people on HIV treatment and explains the program's focus on working with local partners and to reach people affected by HIV/AIDS.
Joan Littlefield, BSN, MPH, MBA, Director of Asia and Eurasia Programs, Americares shares how Americares initiated mental health training for doctors, nurses and health workers in areas at risk for natural disasters in the Philippines.
Best-selling author and poverty alleviation expert Brian Fikkert, PhD of the Chalmers Center for Economic Development explores how even tiny Christian ministries have the capacity to advance high-impact interventions to bring lasting change.
Ruth Dykstra, Public Health Graduate Student shares a study by Grand Canyon University of 10 holistic health models and the impact of faith-based global development to integrate the spiritual determinants of health into programming.
Mwai Makoka, MBBS, Program Executive for Health and Healing at the World Council of Churches dives into case studies of health-promoting churches, including churches in Tonga, Kenya, South Africa and North Carolina.
This document discusses governance, leadership, and management in faith-based organizations (FBOs). It defines governance as vision, purpose and values, authority, laws and statutes. Leadership is defined as guidance, direction, and supervision to create an inspiring vision. Management is the process of controlling people and things to meet goals using agreed systems. Good governance principles include rule of law, transparency, accountability, and inclusiveness. The document then discusses the Zimbabwe Heads of Christian Denominations Council and its structure and roles in providing health care, education, advocacy, and humanitarian aid through its member organizations. It outlines the strategic plans, management structures, and financing strategies of the organization.
More from Christian Connections for International Health (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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How to Fix the Import Error in the Odoo 17Celine George
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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1. Reading in the Mother
Tongue
Paul Frank
Executive Director, SIL LEAD, Inc.
Christian Connections for International Health
Annual Meeting 2015
2. Benefits of Education for Development
• One additional year of education for the female population can
avert six deaths per thousand in child mortality rates
• Educating girls for six years or more drastically and consistently
improves their prenatal care, postnatal care and childbirth
survival rates
• A country’s performance on international learning
assessments…accounts for 64% of the variation in economic
growth
• 10% increase in students reaching basic literacy translates into
0.3% higher annual growth rate for a country
4. USAID’s Reading Agenda (2011)
• In Mali, Pakistan and Peru more than 70% of children in primary
grades could not read at grade level
• In Mali, 94% of children at the end of grade 2 could not read a
word in a simple sentence
• Goal 1: Improved reading skills for 100 million children in
primary grades by 2015
• “This strategy recognizes the importance of educating children
in their native languages where possible in the earliest grades”
5. SIL LEAD—Reading in the Mother Tongue
• SIL International: searching for a way to become in international
development projects
• Formation of SIL LEAD (Language, Education and
Development) in 2011
• SIL International and SIL LEAD became sought-after for our
mother tongue expertise
• Large projects: Uganda (12 languages), Ethiopia (7 languages),
Nepal (4 languages) plus a variety of smaller language and
education-related consultancies
7. Results to Date: Good News
• Done together with the National Curriculum Development
Centre and Primary Teacher Colleges—systemic change
• Building capacity within the government and communities
8. “My learners are so excited when they see the books—they
want to take turns in collecting and distributing them.”
“It is overwhelming to see the upper class students lining up to
borrow our P1 and P2 books for reading during their free
time.”
“Now each learner has a book. They adore these books and
seem to have a longer attention span.”
“I never imagined I would teach a class where every learner
has a text book…I must say I am proud. 2014 (when these
books arrived at our school) is by far the best year in my
teaching career. I pray to be alive to see how my learners will
perform in the P[rimary] L[eaving] E[xams] in 6 years.”
9. Results to Date: Not so Good News
• Though improvement in reading ability mid-term is statistically
significant, far too many students still cannot read at all
• Inadequate attention to “reading readiness” and pre-reading,
pre-writing activities
• Children come to school never having handled a book or been
read to at home
• Also a need for more fidelity in implementing the new practices
in the classroom
10. Why are We Doing This?
• Deep concern for minority language communities
• Language is identity, not just a neutral tool for communication
• Mother Tongue and other languages; multiple identities
• Educational outcomes are better overall when first learning is in the
Mother Tongue
• Kom longitudinal mother tongue instruction research, Cameroon:
• Children receiving instruction in Kom scored better, even when tested for
their English ability
• Children in the Kom-medium schools scored 22 points better on average on
their primary school leaving exams
11. What does the Future Hold?
• USAID projects that include Mother Tongue instruction in
Ghana, Liberia, Uganda, Ethiopia, DRC, Philippines, Nepal
• More such programs expected over the next several years
• Hope to see Mother Tongue instruction in the early grades
become firmly established in international education “best
practice”
• Hope to see the overall quality of life in these communities
improved as a result
12. References
• Gove,A and P. Cvelich (2010). Early Reading: Igniting education for
All. A report by the Early Grade Learning Community of Practice.
ResearchTriangle Park, NC: ResearchTriangle Institute.
• John Peasbody, et al. Policy and Health: Implications for
Development in Asia, 1997, Cambridge, England: Cambridge
University Press
• http://www.unicef.org/mdg/
• Hanushek, E. and L.Woessmann (2009). Do Better Schools Lead To
More Growth? Cognitive Skills, Economic Outcomes, and Causation.
NBER Working Paper 14633. National Bureau of Economic
Research